scholarly journals Learning Strategies Used by Public and Private School Mathematics Students of Nepal

2016 ◽  
Vol 5 (2) ◽  
pp. 66
Author(s):  
Bishnu Khanal
Keyword(s):  
Public School ◽  
Learning Strategies ◽  
Private School ◽  
Help Seeking ◽  
Management Strategies ◽  
Sampling Procedure ◽  
School Students ◽  
Public And Private ◽  
Public School Students ◽  
Significant Difference

<div><p><em>This paper attempts to find out the difference in preferred learning strategies in mathematics between public and private school students in Nepal. It is based on a study that was conducted among 1394 grade IX students who were sampled following multistage sampling procedure throughout the country. Among them, 977 and 417 students were from public and private schools respectively. The author adopted mixed method-sequential explanatory design. . The tools for the data collection were questionnaire, observation and interview. The study found that there is significant difference in preferred learning strategies of public and private school students. Public school students preferred to use elaboration, help seeking and rehearsal strategies more often than private school students, whereas private school students were far ahead in using peer learning and effort management strategies than public school students</em>. </p></div>

scholarly journals Learning Strategies Used by Urban and Rural School Students in Mathematics

2016 ◽  
Vol 4 (3) ◽  
pp. 387
Author(s):  
Bishnu Khanal
Keyword(s):  
Learning Strategies ◽  
Help Seeking ◽  
Mathematics Learning ◽  
Management Strategies ◽  
Peer Learning ◽  
Urban School ◽  
Rural School ◽  
Sampling Procedure ◽  
School Students ◽  
Significant Difference

<div><p class="ICMEAbstract">The paper attempts to find out the difference in preferred learning strategies in mathematics between urban and rural school students in Nepal. The study was conducted in 1394 grade IX students through multistage sampling procedure throughout the country. Among them, 987 students were from urban schools, and 407 students were from rural schools. The researcher adopted mix method-sequential explanatory design. The study was based on taxonomy of learning strategies developed by Pintrich, Smith and McKeachie (1989). The tools for the data collection were Motivated Strategies for Learning Questionnaire (MSLQ), observation and interview. The study shows that there is significant difference in preferred learning strategies of urban and rural school students. There was a significant difference in the use of mathematics learning strategies between urban and rural school students. Elaboration and organization strategies were more often used by rural students than urban school students whereas peer learning, elaboration, help seeking and effort management strategies were more often used by urban school students. However, students from both of the locations mostly used peer learning and elaboration learning strategies.</p></div>

scholarly journals Analyzing the Market for Shadow Education in Pakistan: Does Private Tuition Affect the Learning Gap between Private and Public Schools?

2013 ◽  
Vol 18 (Special Edition) ◽  
pp. 129-160 ◽  
Author(s):  
Bisma Haseeb Khan ◽  
Sahar Amjad Shaikh
Keyword(s):  
Public School ◽  
Learning Outcomes ◽  
Private Schools ◽  
Private School ◽  
Shadow Education ◽  
School Students ◽  
Public And Private ◽  
Public School Students ◽  
Learning Gap ◽  
Private Tuition

Over the past decade, Pakistan has seen the rapid growth of a third sector in education: shadow education. According to the Annual Survey of Education Report (2013), 34 percent of private school students and 17 percent of public school students undertake private tuition in Punjab. Anecdotal evidence suggests that private tuition has a positive impact on learning outcomes. Keeping this in view, it is possible that private tuition, rather than a difference in schooling quality, is driving the observed learning gap between public and private schools? This study employs a fixed-effects framework, using panel data from the Learning and Educational Achievement in Punjab Schools (LEAPS) survey, to quantify the impact of private tuition on learning outcomes in public and private schools. We analyze the demand and supply dynamics of the shadow education market in Punjab, and find that private tuition has a positive significant effect on learning outcomes, specifically for public school students. For English, much of the learning gap between public and private schools is explained by the higher incidence of private tuition among private school students, but this is not the case for mathematics and Urdu. We also find that private tuition is predominantly supplied by private school teachers, but that they do not shirk their regular class hours to create demand for their tuition classes, as is normally believed. On the demand side, private tuition acts as a substitute for receiving help at home. Moreover, it supplements formal education rather than substituting for low-quality formal schooling.

scholarly journals Reading fluency performance of elementary-school fifth-grade students

Revista CEFAC ◽  
2021 ◽  
Vol 23 (6) ◽  
Author(s):  
Cláudia da Silva ◽  
Beatriz Vieira da Fonseca
Keyword(s):  
Reading Fluency ◽  
Private School ◽  
Reading Speed ◽  
Fifth Grade ◽  
School Students ◽  
Public And Private ◽  
Public School Students ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
Total Reading Time

ABSTRACT Purpose: to characterize and compare the reading fluency performance of public- and private-school fifth-grade students. Methods: a total of 44 elementary-school fifth-grade students of both sexes, aged 10 to 11 years, participated in the study and were divided into Group I (GI, with 25 public-school students) and Group II (GII, with 19 private school students). They were submitted to the Assessment of Reading Fluency Performance (ADFLU). The performance analysis was based on the number of correct words per minute, incorrect words per minute, total reading time, and reading speed. The data analysis was made with statistical tests, with significance set at p-value ≤0.05, for the inter- and intragroup comparisons. Results: in the analysis per group, there was a significant difference in the total reading time between the texts in GI, and in the reading speed between the texts, in GII. In the comparison between the groups, all variables had a significant difference, with a better performance in GII. Conclusion: the reading fluency performance of public- and private-school fifth-graders was characterized. The performance of the private-school students was superior to that of the public-school students.

scholarly journals Textual production of children without learning difficulties

CoDAS ◽  
2015 ◽  
Vol 27 (4) ◽  
pp. 350-358 ◽  
Author(s):  
Maria Aparecida Gonçalves dos Santos ◽  
Simone Rocha de Vasconcellos Hage
Keyword(s):  
Public Schools ◽  
Public School ◽  
Private Schools ◽  
School Children ◽  
Private School ◽  
School Students ◽  
Public And Private ◽  
Specific Protocol ◽  
Significant Difference ◽  
Overall Performance

PURPOSE: To characterize the writing skills of students, to compare the performance of students in public and private schools, and to identify enhancements in the course of the school year.METHODS: Three texts (narrative, game rules description, and a note or letter) written by 160 students from public and private schools were analyzed based on a specific protocol. Descriptive statistical analysis was performed. To compare the overall performance by the protocol between school grades, the Kruskal-Wallis and Miller tests were used, and to compare results as to schools (private and public), Mann-Whitney test was used.RESULTS: Median values of aesthetic aspects, coherence, clarity, and concision for game rules description among public school students remained one point below the top score. Students from private schools achieved the highest score at medians. When comparing schools, private institutions had students with better performances, with significant difference. As to grades, statistical difference was found between the fourth and sixth grades of public schools and between the fourth and fifth grades of private schools.CONCLUSION: Most of the private school children showed consolidation of skills assessed in the different grades. However, public school children had this consolidation only at the sixth grade. Students from private schools had better performances compared to those from public schools. There is tendency to evolution from the fourth to sixth grades in public schools. However, the overall performance is similar in all grades in private schools.

CONSUMO DE ALIMENTOS PROCESSADOS E ULTRAPROCESSADOS POR ESCOLARES DE ARROIO DO TIGRE, RS

2018 ◽  
Vol 7 (1) ◽  
pp. 157-164
Author(s):  
Rubiane Inara Wagner ◽  
Patrícia Molz ◽  
Camila Schreiner Pereira
Keyword(s):  
Public School ◽  
Nutritional Status ◽  
Private School ◽  
Food Habits ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Public And Private ◽  
The Public ◽  
Cereal Bars

O objetivo deste estudo foi comparar a frequência do consumo de alimentos processados e ultraprocessados e verificar a associação entre estado nutricional por adolescentes do ensino público e privado do município de Arroio do Tigre, RS. Trata-se de um estudo transversal realizado com adolescentes, com idade entre 10 e 15 anos, de uma escola pública e uma privada de Arroio do Tigre, RS. O estado nutricional foi avaliado pelo índice de massa corporal. Aplicou-se um questionário de frequência alimentar contendo alimentos processados e ultraprocessados. A amostra foi composta por 64 adolescentes com idade média de 12,03±1,15 anos, sendo 53,1% da escola pública. A maioria dos adolescentes encontravam-se eutróficos (p=0,343), e quando comparado com o consumo de alimentos processados e ultraprocessados, a maioria dos escolares eutróficos relataram maior frequência no consumo de balas e chicletes (50,0%) e barra de cereais (51,0%), de 1 a 3 vezes por semana (p=0,004; p=0,029, respectivamente). Houve também uma maior frequência de consumo de alimentos processados e ultraprocessados como pizza (73,5%; p0,001), refrigerante (58,8%; p=0,036) e biscoito recheado (58,8%; p=0,008) entre 1 a 3 vezes por semana na escola pública em comparação a escola privada. O consumo de suco de pacote (p=0,013) foi relatado não ser consumido pela maioria dos alunos da escola particular em comparação a escola pública. Os dados encontrados evidenciam um consumo expressivo de alimentos processados e ultraprocessados pelos adolescentes de ambas as escolas, destacando alimentos com alto teor de açúcar e sódio.Palavras-chave: Hábitos alimentares. Adolescentes. Alimentos industrializados. ABSTRACT: The objective of this study was to compare the frequency of consumption of processed and ultraprocessed foods and to verify the association between nutritional status by adolescents from public and private schools in the municipality of Arroio do Tigre, RS. This was a cross-sectional study conducted with adolescents, aged 10 to 15 years, from a public school and a private school in Arroio do Tigre, RS. Nutritional status was assessed by body mass index. A food frequency questionnaire containing processed and ultraprocessed foods was applied. The sample consisted of 64 adolescents with a mean age of 12.03±1.15 years, 53.1% of the public school. Most of the adolescents were eutrophic (p=0.343), and when compared to the consumption of processed and ultraprocessed foods, most eutrophic schoolchildren reported a higher frequency of bullets and chewing gum (50.0%) and cereal bars (51.0%), 1 to 3 times per week (p=0.004, p=0.029, respectively). There was also a higher frequency of consumption of processed and ultraprocessed foods such as pizza (73.5%, p0.001), refrigerant (58.8%, p=0.036) and stuffed biscuit (58.8%, p=0.008) between 1 to 3 times a week in public school compared to private school. Consumption of packet juice (p=0.013) was reported not to be consumed by the majority of private school students compared to public school. Conclusion: The data found evidenced an expressive consumption of processed and ultraprocessed foods by the adolescents of both schools, highlighting foods with high sugar and sodium content.Keywords: Food Habits. Adolescents. Industrialized Foods.

scholarly journals Household Chores or Play Outdoors? The Intersecting Influence of Gender and School Type on Physical Activity Among Indian Adolescents

2020 ◽  
Vol 47 (5) ◽  
pp. 682-691
Author(s):  
Ilana G. Raskind ◽  
Shailaja S. Patil ◽  
Nikhil Tandon ◽  
Sharanya Thummalapally ◽  
Michael R. Kramer ◽  
...  
Keyword(s):  
Physical Activity ◽  
Confidence Interval ◽  
Private School ◽  
Rate Ratio ◽  
School Type ◽  
School Students ◽  
Public And Private ◽  
Active Time ◽  
Public School Students ◽  
Indian Adolescents

Most Indian adolescents, particularly girls and private school students, do not engage in sufficient physical activity (PA). Current understanding of these sociodemographic differences is limited by a focus on exercise, which may not fully capture PA in developing countries. We examined how gender and school type are associated with multiple PA domains and whether associations with gender differ by school type. We randomly selected an equal number of girls and boys (ages 13-16 years) from public and private schools in Southern India ( n = 395). Cross-sectional 24-hour time-use surveys measured PA, which was categorized into three domains: chores, errands, and work; play; and transportation. Negative binomial and logistic regression modeled relative differences in domain-specific PA minutes and the probability of engaging in ≥60 minutes of moderate-to-vigorous PA (MVPA), respectively, in the prior 24 hours. Girls and boys were equally likely to meet MVPA recommendations. However, girls spent twice as much active time completing chores, errands, and work (rate ratio = 1.98, 95% confidence interval = [1.32, 2.98]), while boys spent twice as much active time playing (rate ratio = 2.11, 95% confidence interval = [1.23, 3.62]). Public and private school girls spent more active time in chores, errands, and work than boys; however, gender differences were greater among public school students ( p value for interaction <.05). Although comparable MVPA levels for girls and boys are beneficial for physical health, girls may gain fewer cognitive, social, and emotional benefits associated with play. Additional research may clarify why the gendered burden of household responsibilities was greater among public school students. School-based programs to engage girls in active play may help reduce inequities.

scholarly journals A Comparison of the Academic Achievement of Home School and Public School Students

2017 ◽  
Vol 7 (3) ◽  
pp. 01 ◽  
Author(s):  
Lyn Boulter
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Public School ◽  
Grade Level ◽  
School Effectiveness ◽  
Written Language ◽  
Home School ◽  
School Students ◽  
Public School Students ◽  
Significant Difference

<p>This study added to existing data on home school effectiveness by comparing the academic achievement of 66 home school students with 66 of their grade-level peers in traditional public schools. The two groups of students were matched on gender, race, and grade level and were administered the Woodcock-Johnson Psychoeducational Battery III. No significant difference in overall academic achievement was found between the groups.  Both home school and public school students had average or above average scores in reading, math, written language, and broad knowledge (science, social studies, and humanities).  The results further revealed a downward trend in math, reading and broad knowledge scores with increasing grade level. This trend suggests that home school and public school students experience a “developmental mismatch” between the changes that occur in adolescence and their school/home experiences, resulting in lower motivation, confidence, and academic performance.</p>

School Sanitation-Related Psychosocial Stressors among Nigerian Students

2021 ◽  
Author(s):  
Ojima Zechariah Wada ◽  
Aminat Opeyemi Amusa ◽  
Fiyinfoluwa Taiwo Asaolu ◽  
David Olatunde Akinyemi ◽  
Elizabeth Omoladun Oloruntoba
Keyword(s):  
Public School ◽  
Private School ◽  
Sampling Technique ◽  
Well Being ◽  
Psychosocial Stressors ◽  
School Students ◽  
Open Defecation ◽  
Cross Sectional ◽  
Public School Students ◽  
School Sanitation

Psychosocial stressors are indicative of challenges associated with the social and environmental conditions an individual is subjected to. In a bid to clearly understand the present gaps in school sanitation, this cross-sectional study aimed to identify the sanitation-related psychosocial stressors experienced by students in a Nigerian peri-urban community and their associated impacts. A three-stage sampling technique was used to select 400 students from 10 schools. The students to toilet ratio were 1,521:0 and 1,510:0 for the public-school boys and girls, respectively, and 74:1 and 70:1 for the private-school boys and girls, respectively. Furthermore, public-school students had a significantly higher average stress level (P < 0.001, η2p = 0.071) and a significantly higher proportion of students experiencing school absenteeism (P < 0.001; odds ratio [OR] = 4.8; 95% confidence interval [C.I] = 2.7–8.2), missed classes (P < 0.001; OR = 5.8; CI = 2.8–12.0), long urine/fecal retention time (P < 0.001; OR = 2.9; CI = 1.8–4.7), open defecation practice (P < 0.001; OR = 4.2; CI = 2.5–7.1), and open defecation-related anxiety (P < 0.001; OR = 3.6; CI = 2.0–6.5). Moreover, the inability to practice menstrual hygiene management was significantly associated with student-reported monthly school absence among girls (P < 0.001; OR = 4.5; CI = 2.2–9.4). Overall, over 50% of the respondents had reportedly been subjected to at least 14 of the 17 stressors outlined. The most prevalent stressors identified were concerns about disease contraction, toilet cleanliness, toilet phobia, privacy, and assault/injury during open defecation/urination. In conclusion, results show that the absence of functional sanitation facilities purportedly has a grievous effect on the mental, physical, social, and academic well-being of the students. This was clearly seen among public-school students. Subsequent sanitation interventions need to be targeted at ameliorating identified stressors.

scholarly journals Comparison of oral hygiene status among 6-14 year old students of public and private schools of Rajbiraj, Saptari, Nepal

2015 ◽  
Vol 10 (1) ◽  
pp. 17-21
Author(s):  
TK Bhagat ◽  
A Shrestha ◽  
TN Yadav
Keyword(s):  
Public School ◽  
Private Schools ◽  
School Children ◽  
Oral Hygiene ◽  
Private School ◽  
Medical Sciences ◽  
Public And Private ◽  
The Public ◽  
Oral Health Education ◽  
Significant Difference

Aim To determine the oral hygiene status of 6-14 years old school children in Rajbiraj, Nepal. Materials and Methods Three hundred school children from public and private schools were examined for oral hygiene status using OHI(S). Descriptive statistics and independent sample t-tests were done. Results There was no significant difference in the oral hygiene status among gender, but the oral hygiene status of the children in private schools was better than that of the public school. Conclusion Large number of public school children had poor oral hygiene compared to private school children. Hence, oral health education programs should be conducted on a frequent basis to improve their oral hygiene status. DOI: http://dx.doi.org/10.3126/jcmsn.v10i1.12763 Journal of College of Medical Sciences-Nepal, 2014, Vol.10(1); 17-21

Sign in / Sign up

Export Citation Format

Share Document