scholarly journals Pattern of specific learning disability and awareness among care providers in children between 8-12 years

2018 ◽  
Vol 5 (3) ◽  
pp. 809 ◽  
Author(s):  
Prakash Petchimuthu ◽  
Neetu Sharma ◽  
Ajay Gaur ◽  
Ranjeet Kumar
Keyword(s):  
Academic Performance ◽  
Learning Disability ◽  
Specific Learning Disability ◽  
Cross Sectional Study ◽  
Spelling Error ◽  
Care Providers ◽  
School Students ◽  
Cross Sectional ◽  
Low Performance ◽  
Specific Learning

Background: Specific learning disability (SLD) is known to cause great amount of psychological stress to the children and their parents. Current study was aimed to find out the prevalence, profile of errors in Specific learning disability among school students studying in 3rd to 6th standard and their perception by teachers and parents.Methods: A Cross-sectional study was conducted at two Government and two Private Schools in Gwalior. 800 students studying 3rd to 6th standard. The details of every student were filled in a proforma which included their academic performance, teacher’s opinion and parents concern for them. Based on this from each class 10 percent of low performing students were selected and they were subjected to Visual, Hearing, IQ assessment and NIMHANS index for specific learning disability.Results: A total of 23 students were identified as having Specific learning disability, with a prevalence of 2.87%. The most common reading error was omitting words and writing error was missing letter and spelling error. Out of 23 students , only 4 students were rightly picked up by teachers as having specific problems in reading and writing, while in remaining 19 students teachers were having vague generalized opinion of poor academic performance (P<0.05).Out of 23 students, 14 parents were not having any scholastic concern about their children (P<0.001). These students on Intelligence Quotient assessment, showed low performance scores as compared to their verbal scores.Conclusions: The prevalence of Specific learning disability was 2.87% and these students were having lower performance scores in IQ. Teachers and parents were unable to perceive about Specific learning problems.

Assessment of Headache Among High School Students in Jordan

2017 ◽  
Vol 35 (2) ◽  
pp. 88-95 ◽  
Author(s):  
Mohammed ALBashtawy ◽  
Mohammad Al Qadire ◽  
Sami Aloush ◽  
Loai Tawalbeh ◽  
Manar AlAzzam ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Health Care Providers ◽  
Primary Headache ◽  
Cross Sectional Study ◽  
Tension Type Headache ◽  
Care Providers ◽  
School Students ◽  
Cross Sectional ◽  
Type Headache

Headache is considered one of the most common complaints affecting all ages: children, adolescents, and adults. A school-based, cross-sectional study was conducted to assess primary headache among high school students aged 16–18 in Grades 11–12, over a period of 3 weeks (May 2017). A questionnaire was designed, in accordance with the International Headache Society’s criteria. The Pearson’s χ2 test was computed to show the differences between the variables. Nearly two thirds of the students reported having headache (19.0% tension-type headache, 8.8% migraine, and 39.0% unknown type). Nearly a quarter sought help for headache, and the most frequently used analgesic was acetaminophen (82.2%) followed by aspirin (5.1%). The current study revealed that the prevalence of headache and migraine was initially high and increased with age. Moreover, headache is one of the major public health problems among high school students. An education program conducted by school nurses and other health-care providers regarding headache and migraine is needed.

scholarly journals Can reading too much make me run mad? Exploring students’ assumptions and academic performance

2019 ◽  
Vol 2 (1) ◽  
pp. 107-112
Author(s):  
Kehinde Kazeem Kanmodi ◽  
Olanrewaju Isaac Owoeye ◽  
Almu Bello ◽  
Linda Ekele Iyadi
Keyword(s):  
Mental Illness ◽  
Academic Performance ◽  
Medical Students ◽  
Nursing Students ◽  
Community Health ◽  
Cross Sectional Study ◽  
Study Data ◽  
University Teaching ◽  
School Students ◽  
Cross Sectional

AbstractObjectivesTo determine the prevalence of the assumption that ‘reading too much’ could cause madness (i.e., severe mental illness) among medical, nursing, and community health students, and also explore the relationship between these students’ status on this assumption and their academic performance.MethodsThis study was a cross-sectional study conducted among a convenient sample of medical, nursing, and community health students (n = 122) studying within the Usmanu Danfodiyo University Teaching Hospital campus, Sokoto, Nigeria. Study tool was a paper questionnaire, which obtained information on the demographic profile, awareness of ‘madness’, assumption that ‘reading too much’ is a cause of madness, and self-rating of the participants’ academic performance in their current course of study. Data collected was analysed using the SPSS version 20 software. Test of associations between variables were done using Chi square test.ResultsThe mean age of the 122 respondents was 27.3 years, majority (61.5%) of them were males, and 53.3% were medical students. More than half of the surveyed nursing students (54.2%) and community health students (55.6%), unlike the surveyed medical students (24.6%), had the assumption that reading too much could make them run mad. There was no statistically significant relationship between the assumption that ‘reading too much’ is a cause of mental illness and academic performance of the respondents.ConclusionAssumption that reading too much could cause madness is a fairly common phenomenon among the surveyed tertiary school students, irrespective of their level of academic performance. There exists the need to disabuse the minds of tertiary school students from the assumption that reading too much could make one run mad.

scholarly journals Association between Life Skills and Academic Performance in Adolescents in the Autonomous Community of Aragon (Spain)

2021 ◽  
Vol 18 (8) ◽  
pp. 4288
Author(s):  
Beatriz Sánchez-Hernando ◽  
Raúl Juárez-Vela ◽  
Isabel Antón-Solanas ◽  
Ángel Gasch-Gallén ◽  
Pedro Melo ◽  
...  
Keyword(s):  
Academic Performance ◽  
Social Skills ◽  
Cognitive Skills ◽  
Life Skills ◽  
Cross Sectional Study ◽  
Autonomous Community ◽  
School Students ◽  
Cross Sectional ◽  
Validated Questionnaire ◽  
Affective Balance

Background: Learning and socio-emotional development is promoted through the creation and nurturing of an optimal school climate. This study aims to analyze the relationship between life skills and academic performance in a large sample of adolescents from the autonomous community of Aragón (Spain). Methods: A cross-sectional study was conducted on the life skills and academic performance of a sample of 7th and 8th grade middle school students during the academic year 2018–2019. A sample of 43 middle schools were randomly selected; the final sample comprised 1745 students. The following data were collected through an anonymized, previously validated questionnaire: sociodemographic variables, social skills, self-efficacy, affective balance, and academic performance. Results: We found a statistically significant association between life skills and academic performance (p < 0.001) in our sample. We also observed significant gender differences in life skills, with boys obtaining higher scores in cognitive skills and affective balance, and with girls achieving higher scores in social skills. Conclusion: We argue that life skills should be integrated into educational policies in order to improve the academic performance and health outcomes of students.

scholarly journals Association of the Use of the Mobile Phone with Physical Fitness and Academic Performance: A Cross-Sectional Study

2021 ◽  
Vol 18 (3) ◽  
pp. 1042
Author(s):  
Alfredo Bravo-Sánchez ◽  
Javier Morán-García ◽  
Pablo Abián ◽  
Javier Abián-Vicén
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Physical Fitness ◽  
Mobile Phone ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
And Gender ◽  
Girl Students ◽  
Medicine Ball

The aim of this study was to analyse the association of the use of the mobile phone with physical fitness (PF) and academic performance in secondary school students and its gender-related differences. A total of 501 high school students participated in the study (236 girls and 265 boys; 12–18 years). Use of the mobile phone and sample distributions were done with the Mobile-Related Experience Questionnaire (CERM): low use of mobile phone (LMP = 10–15 points), medium use of mobile phone (MMP = 16–23 points) and high use of mobile phone (HMP = 24–40 points). PF via Eurofit test battery and academic performance were recorded, and gender was used as a differentiating factor. The HMP group registered lower values than the LMP group for academic performance (Spanish: 4.78 ± 2.26 vs. 3.90 ± 1.96 points; p = 0.007, Mathematics: 4.91 ± 2.23 vs. 4.00 ± 1.84 points; p = 0.007) and PF (Abdominals: 6.83 ± 2.40 vs. 5.41 ± 2.46 points; p < 0.001, Broad jump: 6.24 ± 3.02 vs. 4.94 ± 2.28 points; p = 0.013). The boy students showed greater values than girl students for PF in the LMP (medicine-ball-throw: 6.34 ± 2.24 vs. 5.28 ± 1.86 points, p = 0.007) and MMP (medicine-ball-throw: 6.49 ± 2.52 vs. 5.02 ± 1.68 points; p < 0.001) groups, but no gender-related differences were found in the HMP group. In conclusion, high use of the mobile phone was related to worse results in the PF tests and academic performance. Gender-related differences were found for academic performance regardless of the use of the mobile, but for physical fitness no gender differences were found in HMP group.

scholarly journals INFLUENCE OF ACHIEVEMENT MOTIVATION AND PSYCHOLOGICAL ADJUSTMENT ON ACADEMIC ACHIEVEMENT: A CROSS-SECTIONAL STUDY OF SCHOOL STUDENTS

2020 ◽  
Vol 8 (1) ◽  
pp. 532-538 ◽  
Author(s):  
V Vineeth Kumar ◽  
Geetika Tankha
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Psychological Adjustment ◽  
Achievement Motivation ◽  
Social Adjustment ◽  
Cross Sectional Study ◽  
Hierarchical Regression ◽  
School Students ◽  
Cross Sectional ◽  
Total Percentage

Purpose: The aim of the current research was to understand the role of achievement motivation and psychological adjustment on the academic performance of the school students. Methodology: A cross-sectional research design was employed for the study. A sample of 283 urban adolescent school students participated in the study. The students were administered measures of achievement motivation and psychological adjustment. The total percentage of marks secured in the tenth standard was used as the measure of academic performance. Pearson’s correlation coefficient and multiple hierarchical regression analysis were performed to analyze the obtained data. SPSS version 21 was used for data analysis. Main Findings: The results revealed a significant association of achievement motivation and educational adjustment with the academic performance of the students. However, there was no significant association between emotional and social adjustment with academic performance. Applications: The observations shed light on how cultivating enhanced student engagement and nurturing aspirations both within and outside classrooms may enhance the academic achievement of school students. Thus, the findings can provide greater insight to teachers, psychologists, and educational institutions to better plan the academic environment around the students. Novelty/Originality: The study gives a contemporary model to enhance the academic performance of students. Contrary to the popular perception, the results of the current study indicate no significant association of emotional and social adjustment with academic performance. However, educational adjustment and achievement motivation are associated with academic performance.

Is age of menarche among school girls related to academic performance?

2017 ◽  
Vol 31 (2) ◽  
Author(s):  
Radhia Al-Mathkoori ◽  
Ula Nur ◽  
Abdullah Al-Taiar
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Menarcheal Age ◽  
School Girls ◽  
The Mean ◽  
Age Of Menarche

Abstract Background There is strong evidence that the mean age of menarche has declined over the last few decades in developed and developing countries. This is of a major concern because of its enormous public health implications. This study aimed to estimate the age of menarche in Kuwait and investigate the association between menarcheal age and academic performance among high school girls in Kuwait. Methods A cross-sectional study was conducted on randomly selected female high school students from private and public high schools in all governorates in Kuwait. Data on the age of menarche were collected by self-administered questionnaire from the students, while data on academic performance were extracted from the students’ academic records. Results Of the 907 students we selected, 800 (88.2%) responded. The mean age of menarche was 12.33 [95% confidence interval (CI) 12.18–12.49] years. There was no evidence for significant association between age of menarche and students’ academic performance before or after adjusting for potential confounders. Conclusion The calculated age of menarche among contemporary girls in Kuwait is similar to that of the girls in industrialized countries. Early menarcheal age is unlikely to lead to adverse behavior that may affect academic performance in our setting.

scholarly journals Postural changes and pain in the academic performance of elementary school students

2016 ◽  
Vol 29 (2) ◽  
pp. 295-303 ◽  
Author(s):  
Maria Homéria Leite de Morais Sampaio ◽  
Lucia Conde de Oliveira ◽  
Francisco José Maia Pinto ◽  
Maria Zuleide Amorim Muniz ◽  
Regina Cláudia Tabosa Ferreira Gomes ◽  
...  
Keyword(s):  
Elementary School ◽  
Academic Performance ◽  
Elementary Education ◽  
Elementary School Students ◽  
Descriptive Analysis ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Significance Level ◽  
Postural Changes

Abstract Postural changes and pain in the spine of children and adolescents of school age are influenced by the permanent incorrect sitting position, misuse of furniture and weight of the backpack. The aim of this study was to verify postural changes and pain in the academic performance of elementary school students. It was a cross-sectional study, with a descriptive and analytical approach. The subjects were 83 elementary students, aged 8 to 12 years, of Kindergarten and Elementary Education at Paulo Sarasate Municipal School, Ceará. It was performed from March to June 2008. In the physical examination it was used an evaluation form, based on Global Postural reeducation, by Souchard method, which included the variables: compromised anterior, posterior, superior shoulder muscle chains and pain and, in academic performance, a semi-structured questionnaire with the variables: behavior, attendance and performance. The data was stored in the Statistical Package for the Social Science (SPSS) version 18.0. In the descriptive analysis, absolute and relative frequencies were used, and in the inferential analysis, the following tests were applied: Mann-Whitney, to verify the existence of significant differences in changes in groups A and B, at a significance level of 5%, and the F statistical test, for comparing postural changes and pain, in the three grades. Results: it was noted that the majority of the students presented postural changes, such as forward head, lifted shoulders, dorsal hyperkyphosis and pain, which predominantly occurred in the anterior chain, when compared with the posterior and superior chains. These changes in both groups were statistically significant only in subjects of the fifth grade with satisfactory academic performance and behavior. It was concluded that there was no association between postural changes and school performance, although it was influenced by pain.

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