scholarly journals The Impact of Computer and Internet at Home on Academic Results of the Saber 11 National Exam in Colombia

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110408
Author(s):  
Fernando Barrios Aguirre ◽  
Diego A. Forero ◽  
Martha Patricia Castellanos Saavedra ◽  
Sandra Yaneth Mora Malagón
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Positive Impact ◽  
Relevant Information ◽  
The Internet ◽  
School Students ◽  
The Impact ◽  
Academic Results ◽  
At Home

The use of a computer and internet connection allows high school and university students to access more relevant information. However, there is no consensus on the effects of the use of these tools on academic results. This work evaluates the impact of computers and the internet at home on the results of the Saber 11 test, a national exam taken by all students finishing their secondary education in Colombia, between 2017 and 2019. This impact was estimated from a pooled two-stage least squares (pooled 2SLS) model, applied to data from 1,578,460 Colombian high school students. We found that computers and the internet at home had a positive impact on English language performance in the Saber 11 test in Colombia. This work allows a better understanding of the technological effects on educational achievement and provides information for the design of public policies for education in developing countries.

scholarly journals The impact of computer and internet at home on academic results of the Saber 11 national exam in Colombia

2020 ◽  
Author(s):  
Fernando Barrios Aguirre ◽  
Martha Patricia Castellanos Saavedra ◽  
Diego A. Forero ◽  
Sandra Yaneth Mora Malagón
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Educational Achievement ◽  
Positive Impact ◽  
Relevant Information ◽  
School Students ◽  
The Impact ◽  
Academic Results ◽  
At Home

<p>The use of a computer and internet connection allows high school and university students to access more relevant information. However, there is no consensus on the effects of the use of these tools on academic results. This work evaluates the impact of computer and internet at home on the results of the Saber 11 test, a national exam taken by all students finishing their secondary education in Colombia, between 2017 and 2019. This impact was estimated from a pooled two-stage least squares (pooled 2SLS) model, applied to data from 1.578.460 Colombian high school students. We found that computer and internet at home had a positive impact on English language performance in the Saber 11 test in Colombia. This work allows a better understanding of the technological effects on educational achievement and provides information for the design of public policies for education in developing countries.</p><p> </p>

scholarly journals The impact of computer and internet at home on academic results of the Saber 11 national exam in Colombia

2020 ◽  
Author(s):  
Fernando Barrios Aguirre ◽  
Martha Patricia Castellanos Saavedra ◽  
Diego A. Forero ◽  
Sandra Yaneth Mora Malagón
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Educational Achievement ◽  
Positive Impact ◽  
Relevant Information ◽  
School Students ◽  
The Impact ◽  
Academic Results ◽  
At Home

<p>The use of a computer and internet connection allows high school and university students to access more relevant information. However, there is no consensus on the effects of the use of these tools on academic results. This work evaluates the impact of computer and internet at home on the results of the Saber 11 test, a national exam taken by all students finishing their secondary education in Colombia, between 2017 and 2019. This impact was estimated from a pooled two-stage least squares (pooled 2SLS) model, applied to data from 1.578.460 Colombian high school students. We found that computer and internet at home had a positive impact on English language performance in the Saber 11 test in Colombia. This work allows a better understanding of the technological effects on educational achievement and provides information for the design of public policies for education in developing countries.</p><p> </p>

scholarly journals Do students need more information to leave the beaten paths? The impact of a counseling intervention on high school students’ choice of major

2021 ◽  
Author(s):  
Joachim G. Piepenburg ◽  
Lukas Fervers
Keyword(s):  
High School ◽  
High School Students ◽  
Positive Impact ◽  
Controlled Trial ◽  
Gender Segregation ◽  
School Students ◽  
Counseling Intervention ◽  
Choice Of Major ◽  
Study Programs ◽  
The Impact

AbstractDespite an almost endless list of possible study programs and occupational opportunities, high school students frequently focus on pursuing a small number of well-known study programs. Students also often follow gender-typical paths and restrict their attention to study programs in which the majority of students consists of same-gendered people. This choice pattern has far-reaching consequences, including persistent gender segregation and an undersupply of graduates in emerging sectors of the industry. Building on rational choice and social psychological theory, we argue that this pattern partly occurs due to information deficits that may be altered by counseling interventions. To assess this claim empirically, we evaluated the impact of a counseling intervention on the intended choice of major among high school students in Germany by means of a randomized controlled trial (RCT). We estimate the effect by instrumental variable estimation to account for two-sided non-compliance. Our results show that the intervention has increased the likelihood that participants will consider less well-known or gender-atypical study programs, particularly for high school students with lower starting levels of information. Supplementary analyses confirm that a positive impact on information seems to be one of the relevant causal mechanisms. These results suggest that counseling services have the potential to guide high school students to less gender-typical and well-known majors, possibly reducing gender segregation and smoothing labor market transitions after graduation.

scholarly journals ANALYSIS OF THE IMPACT OF SOCIAL NETWORKS ON THE QUALITY OF LIFE AND EDUCATION OF YOUNG PEOPLE

2021 ◽  
Vol 19 (34) ◽  
Author(s):  
Jelena Jevtić ◽  
Milan S. Dajić
Keyword(s):  
High School ◽  
Social Networks ◽  
High School Students ◽  
Virtual World ◽  
The Internet ◽  
Access To Information ◽  
Negative Effects ◽  
School Students ◽  
The Impact

Social networks are a way of creating a virtual identity and entering into relationships with strangers in a series of interactions that were not known to a man before the existence of the Internet. Mobile phones and the virtual world often create a personality of a person that is not the same in the real world. It can be said that technology has changed the course of humanity and human consciousness and contributed to many changes in the mentality of society, especially among the youth. Children are often overwhelmed by materialism and jealousy, which further encourages them to become an unconscious, immoral and unambitious population. One of the negative effects of social networks is the abuse of privacy, which is also becoming a growing problem everywhere in the world and should not be ignored. However, a positive attitude should be maintained when it comes to social networks, because they facilitate communication, access to information and learning, greater availability of services and free advertising of some products or services. High school students use the Internet intensively every day, and the work raises the question of whether they use it constructively or destructively. The research was conducted in 2019, the population of high school students was observed and 100 students were included on the territory of Belgrade, Niš and Vitina.

scholarly journals Student's Perception toward The Use of Tik Tok in Learning English Vocabulary

Khazanah ◽  
2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Risma Galuh Pitaloka Fahdin ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Positive Impact ◽  
School Students ◽  
Online Questionnaire ◽  
The Media ◽  
Learning Language

Background: Nowadays, Tik Tok as one of the most popular applications influences the growth of its users significantly because it can be used for educational purposes. The growth of content creators that teaches everything based on their background knowledge takes positive impact on people who watch their videos. Especially videos that increase vocabulary and the usage of it, for example, a video that shows people do something while mention what they do can be called as verb. Today, many content creators make English material content. One of the reasons people difficult to understand English language is because they do not understand the meaning. This study aims to describe the influence of Tik Tok to improve vocabularies. By improving various vocabularies they are easy to understand what they read, speak, and listen. Junior high school and senior high school students were the participants of this research. Method: This research used survey as research design by applying online questionnaire as instrument. Results: The findings of this research show that short videos on Tik Tok that contain English material contents help them to expand their English vocabularies. Students show positive feedback of utilizing Tik Tok as their language learning media that the English content videos easy to understand and easy to memorize various vocabularies they found on those videos, like vocabularies about verbs, nouns, etc. Conclusion: Using Tik Tok as the media for learning language can be considered nowadays. Students expressed positive impact of English material contents that increase their vocabulary by watching those videos.

scholarly journals School performance: New multimedia resources versus traditional notes

Comunicar ◽  
2020 ◽  
Vol 28 (64) ◽  
pp. 39-48
Author(s):  
Daniel Halpern ◽  
Martina Piña ◽  
Constanza Ortega-Gunckel
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Focus Groups ◽  
Information And Communication Technologies ◽  
Positive Impact ◽  
The Internet ◽  
School Students ◽  
Digital Resources ◽  
Motivation For Learning ◽  
The Impact

With the increasing adoption of information and communication technologies among youngsters, it has become common for high school students to incorporate the use of multiple devices and digital platforms in their study habits. Although these digital resources support and motivate them to learn, these are also a source of continuous distraction. This research analyzes the impact of studying with handwritten notes, WhatsApp, YouTube and searching the Internet in academic performance, through a mixed method that combines 31 focus groups and a survey of 7,217 students from 12 to 18 years of age in Chile. The results of the focus groups show that the positive impact of technologies in learning would depend on the students’ motivation for learning, their ability to efficiently control and manage the available digital resources, and their capacity to search and evaluate information on the Internet. The survey concludes that those who study with their notes more frequently have better academic performance, whereas those who frequently study with YouTube and WhatsApp have a lower GPA, with no significant differences when it comes to internet browsing. These results reinforce the need raised by scholars to generate policies that promote digital literacy both inside and outside the school. Con la creciente masificación de las tecnologías de información y comunicación entre los jóvenes, es cada vez más común que los estudiantes de secundaria incorporen el uso de múltiples dispositivos y plataformas en sus hábitos de estudio, lo que sería una fuente de apoyo y motivación, pero también de constante distracción. Esta investigación compara el impacto que tiene estudiar con apuntes escritos a mano, WhatsApp, YouTube y navegando por Internet, en el rendimiento académico, a través de un método mixto que combina 31 grupos focales y una encuesta a 7.217 estudiantes de 12 a 18 años en Chile. El análisis de los grupos focales muestra que el buen uso de tecnologías al estudiar dependería de la capacidad de los estudiantes para controlar y hacer un uso eficiente de los recursos digitales disponibles, de sus motivaciones individuales y de la habilidad que tienen para buscar y evaluar la información en Internet. Por su parte, los resultados de la encuesta concluyen que aquellos jóvenes que estudian con mayor frecuencia con sus apuntes presentan un promedio de calificaciones más alto y los que estudian frecuentemente con YouTube y WhatsApp, un promedio de calificaciones más bajo, sin encontrar diferencias significativas en el caso de los navegadores de Internet. Esto reforzaría la necesidad observada por académicos de generar políticas que promuevan la alfabetización digital tanto dentro como fuera del colegio.

scholarly journals Motivation, Fortitude and Success: The Impact of Academic Efficacy and Academic Commitment on Academic Performance among Minority High School Students

2018 ◽  
Vol 1 (2) ◽  
pp. 93
Author(s):  
Christina Hughes ◽  
Carla Jones-Adams ◽  
David Branham Sr.
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Academic Success ◽  
Positive Impact ◽  
Academic Efficacy ◽  
School Students ◽  
Education Outcomes ◽  
The Impact ◽  
The Relationship

<em>The importance of understanding the elements of success in the education of minority high school students is immense. Recognizing the causes of academic success for these students allows educators to employ better educational and motivational strategies. It has been shown that academic efficacy and academic commitment have a positive impact on academic performance. However, the interaction and relationship between these two variables in having a positive effect on education outcomes among minority high school students is not clear. This paper looks at the relationship between academic efficacy and academic commitment on academic performance among minority high school students. The findings reveal that academic commitment is positively associated with academic performance. However, while academic efficacy has a positive impact on academic commitment the results show that academic efficacy has no direct impact on academic performance among the respondents.</em>

scholarly journals Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Allison S. Liu ◽  
Christian D. Schunn
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
High School Students ◽  
Positive Impact ◽  
Family Characteristics ◽  
Science Attitudes ◽  
School Students ◽  
Self Selection ◽  
The Usa ◽  
The Impact

Abstract Background Large achievement and motivation gaps exist in science between students from higher and lower socioeconomic status (SES) backgrounds. Middle and high school are an important time to address these disparities, as science motivation typically declines for all students at this time, leading to particularly low science interest and achievement for lower SES students on average when the gaps are left unaddressed. Students’ control over their free time also increases at this time, providing opportunities for optional science experiences that may improve science attitudes and skills to combat these achievement and motivation gaps. Using a longitudinal dataset of 2252 middle and high school students from two regions in the USA, we investigate (1) disparities between higher and lower SES students in participation in optional summer science experiences and post-summer science attitudes and skills; (2) whether the child and family characteristics that predict participation in home-related, nature-related, and STEM camp experiences in the summer differ for higher and lower SES students; and (3) how participation in these types of optional summer science experiences contribute to post-summer science attitudes and skills when controlling for self-selection biases. Results Higher SES students reported greater participation in optional summer science experiences and higher post-summer science attitudes and sensemaking skills. Fascination for science was more important for participation in home-related and nature-related experiences for higher SES participants, whereas science competency beliefs were more important for lower SES participants. For STEM camp experiences, higher SES participants with higher competency beliefs and lower SES participants with lower scientific sensemaking skills were more likely to participate. After controlling for self-selection biases that may influence participation in these experiences, we found that home-related and nature-related experiences had a positive impact on students’ attitudes toward science. Conclusions Our findings suggest two pathways for increasing participation in optional summer science experiences for higher SES and lower SES students. Specifically, it may be helpful to support interest in science for higher SES students and competency beliefs for lower SES students. Greater participation in home-related and nature-related summer science experiences can also increase science attitudes during middle and high school.

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