Impact of Interactive Pedagogies on Students’ Academic Achievement in Mathematics at Elementary School Level in Quetta City, Balochistan.

Violence action in school is getting widespreadly happened nowadays as can be seen from the growing number of news coverage about the acts of violence in newspaper or television. One example of acts of violence occurring in school is bullying. Bullying victim have a bad social adjustment so that it makes victim feel afraid to go to school even worse they don’t want to go at all, secede their selves out from the society, therefore later will be impact to academic achievement of the bullying victim. The aim of this study is to understand whether there is any correlation between bullying action and academic achievement. This study is a quantitative research located in Badung Regency, Gianyar Regency and Denpasar City. Samples used in this study are 176 within clusion criteria those are elementary school students on grade 4th, 5th, and 6th, and are bullying victim. The sampling method is cluster sampling. Data collection method is questionnaire which measure bullying action that happened to bullying victim (validity is around 0.204 to 0.646 and its reliability is 0.926) and the report score of uneven semester from bullying victim. The analysis method is simple linear regression. From the statistic result the score of r = -0.779 and p = 0.000 (p less than 0.05) which means there is a negative correlation between bullying action and academic achievement of bullying victim at the elementary school level. The bullying victims will have trouble in social activities, feeling afraid of school that causes a high frequency of absent and can’t studying well, and have a trouble in concentration of study. It will impact to the academic achievement. The result of this study is show that there is a difference of bullying action to boys and girls. Keywords : bullying action, academic achievement, elementary school student

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Ketahanan pangan rumah tangga, status gizi, dan prestasi belajar siswa sekolah dasar

Jurnal Gizi Klinik Indonesia ◽

10.22146/ijcn.15442 ◽

2013 ◽

Vol 9 (3) ◽

pp. 104

Author(s):

Akhmad Sujai ◽

Maria Goretti Adiyanti ◽

Emy Huriyati

Keyword(s):

Academic Achievement ◽

Elementary School ◽

Food Security ◽

Nutritional Status ◽

Nutrition Status ◽

School Students ◽

Cross Sectional ◽

Nutritious Food ◽

The Family ◽

Achievement In Mathematics

Background: Poverty and lack of income will cause inability of the family to provide enough and nutritious food for all the family members. Fulfillment of nutritious food will bring direct impact to nutrition status of children. Malnutrition will affect brain development and intelligence that in the long run disrupts academic achievement.Objective: To identify association between food security of the household and nutrition status with academic achievement of elementary school students at Yogyakarta Municipality.Method: The study was observational with cross sectional design. Samples were students of grade V of elementary school at Subdistrict of Gedongtengen, Yogyakarta Municipality. Data of food security of the house were obtained through interview based on questionnaire of Radimer/Cornell, nutritional status data used height for age collected by measurement, and academic achievement through secondary data, i.e. original score of final semester examination. Statistical analysis was performed by using Chi-Square and Fisher’s Exact test.Results: As much as 67.6% of the household were food insecure and 13.3% of students were stunted. Food security of the household was significantly associated with nutrition status (p=0.033) and achievement in mathematics (p=0.045). There was association between nutrition status and achievement in mathematics (p=0.035); Indonesia language (p=0.000); and combined achievement in Mathematics, Indonesia language and science (p=0.004).Conclusion: There was association between food security of the household and nutritional status with academic achievement of student. There was association between food security of the household and nutrition status.

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DIFERENCIAS EN LA IMPLICACIÓN EN LOS DEBERES ESCOLARES EN FUNCIÓN DEL RENDIMIENTO ACADÉMICO EN ESTUDIANTES DE PRIMARIA

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2014.n1.v7.813 ◽

2017 ◽

Vol 7 (1) ◽

pp. 437

Author(s):

Bibiana Regueiro ◽

Irene Pan ◽

Benigno Sánchez ◽

Antonio Valle ◽

José C Núñez ◽

...

Keyword(s):

Academic Achievement ◽

Elementary School ◽

Time Management ◽

The Other ◽

School Level ◽

School Students ◽

Level Of Involvement ◽

Other Hand ◽

Educación Primaria

Abstract.ELEMENTARY SCHOOL STUDENTS AND THEIR DIFFERENT HOMEWORK INVOLVEMENT PROFILES DEPENDING ON ACADEMIC ACHIEVEMENTThe present study aims to find out whether there are differences in homework involvement (in terms of amount of homework completed, time spent on doing homework and homework time management) among students with various levels of achievement. Gender and school level have been controlled as they may impact on the relation intended to be studied and this way they have been included in the covariate performed in the design. The sample consisted of 535 students from the three last years of Elementary School. Findings suggest that the more students achieve higher the more they improve their level of involvement relating to the amount of homework completed and the quality of homework time management. On the other hand, although no statistic significant differences have been found concerning the relation between achievement and time spent on homework, students who achieve lower tend to spend more time completing homework compared to those achieving higher who prove to spend less time completing the assignments. Furthermore, as students go from fourth to sixth forms their time spent on homework increases however, the quality of their homework time management deteriorates.Keywords: amount of homework completed, time spent on homework, homework time management, academic achievement, Elementary School.Resumen.El objetivo de este trabajo fue comprobar si hay diferencias en la implicación en los deberes escolares (en términos de cantidad de deberes escolares realizados, tiempo dedicado a los deberes y aprovechamiento del tiempo) en función de los distintos niveles de rendimiento académico de los estudiantes. Debido al posible efecto que pueden tener en esta asociación el género y curso, se controló sus efectos incorporándolas como covariables en el diseño. La muestra está integrada por 535 estudiantes de los tres últimos cursos de Educación Primaria. Los resultados indican que a medida que los niveles de rendimiento académico de los estudiantes son más altos, hay un aumento progresivo en la cantidad de deberes realizados y en el aprovechamiento del tiempo dedicado a los deberes. Por otra parte, aunque no parece haber diferencias estadísticamente significativas en el tiempo dedicado a los deberes en función de los distintos niveles de rendimiento, la tendencia que se observa es que cuando el rendimiento es bajo, el tiempo dedicado a los deberes es mayor, mientras que cuando el rendimiento es alto, el tiempo que dedican los estudiantes a los deberes es menor. Además, otro resultado destacado es que según van avanzando los estudiantes de 4º a 6º curso de Primaria se produce un aumento progresivo del tiempo que dedican a hacer los deberes escolares y, sin embargo, el aprovechamiento que hacen de ese tiempo va siendo cada vez menor.Palabras clave: cantidad de deberes escolares realizados, tiempo dedicado a los deberes escolares, aprovechamiento del tiempo dedicado a los deberes, rendimiento académico, Educación Primaria.

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HOW PARENTS EDUCATION IMPROVE STUDENT ACHIEVEMENT?

PrimaryEdu - Journal of Primary Education ◽

10.22460/pej.v5i1.1714 ◽

2021 ◽

Vol 5 (1) ◽

pp. 1

Author(s):

Otang Kurniaman ◽

Annisa Indarni ◽

Eddy Noviana

Keyword(s):

Academic Achievement ◽

Student Achievement ◽

Elementary School ◽

Correlation Coefficient ◽

Parental Education ◽

Maternal Education ◽

School Level ◽

Student Academic Achievement ◽

Learning Abilities ◽

Correlation Test

The Education in elementary school is a very important factor. Because the elementary school level is the foundation for the development of children's thinking and learning abilities influences and influences to the next level. The purpose of this research is to determine the academic achievement of students who are influenced by the parent’s education level. This research used a quantitative approach with a correlation test. The research conducted at Elementary school of 105 Tampan Pekanbaru to all of grade V students, with 150 total students. The Researcher used the Krejcie and Morgan tables sampling with 108 students. Based on the results of the correlation test shows that the magnitude of the father's education correlation coefficient on student academic achievement is 0.012 while the correlation of maternal education to student academic achievement is 0.081. Both are below the value of the r product moment correlation coefficient table for a sample of 108 with a significance level of 5% that is equal to 0.187. Thus the hypothesis H0 is accepted, it means that there is no meaningful relationship between parental education and student achievement.

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Pre-Primary Education: Its Impact on Academic Achievement of the Learners Learning at an Elementary Stage in Odia Language Subject in Odisha

THE INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION ◽

10.18775/ijmsba.1849-5664-5419.2014.53.1005 ◽

2019 ◽

Vol 5 (3) ◽

pp. 36-42

Author(s):

Rasmi Ranjan Puhan ◽

Swagatika Ray ◽

Sunakar Das

Keyword(s):

Academic Achievement ◽

Elementary School ◽

Primary Education ◽

Sampling Technique ◽

School Level ◽

Survey Method ◽

Elementary Stage ◽

Oral Test ◽

Significant Difference ◽

The Impact

This paper discussed the impact of Pre-Primary Education on the academic achievement of the learners learning at an elementary stage in Odia language subject. The study dealt with the Descriptive Survey method in order to study the problem. The sample of 120 elementary learners of the class consisted of 60 boys and 60 girls using random sampling technique for this study. The investigator prepared a tool of Achievement test questionnaire with the help of the investigator and experts. The test questionnaire was prepared on Odia language subject for Class-I. This test measured the performance of the learners with and without Pre-Primary education in Odia Language subject. For the present study, the investigator used statistical techniques such as mean, standard deviation and t-test in order to compare the academic achievement of the learners. The findings of the study revealed that the learners learning in elementary level receiving Pre-Primary Education do better in their oral and written test in Odia Language subject than the learners receiving no Pre-Primary Education. There exists a significant difference between the performance of boys learning at elementary school level in Odia language subject both written and oral test with and without receiving pre-primary education. There exists a significant difference between the achievement of girls learning at elementary school level in Odia language subject both written and oral test with and without pre-primary education.

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