scholarly journals Academic Achievement and Intelligence among School Students

2017 ◽  
Vol 4 (37) ◽  
Author(s):  
Suman Kumari Katoch
Keyword(s):  
Academic Achievement ◽  
Total Sample ◽  
Statistical Technique ◽  
Rural Students ◽  
Mental Ability ◽  
School Students ◽  
Ability Test ◽  
General Mental Ability ◽  
Rural And Urban ◽  
Descriptive Method

Education instill in the child a sense of maturity and responsibility by bringing in him the desired changes according to his needs and demands of ever changing society, of which he is an integral part. The descriptive method of research was justified in view of the objective of the study. All the students of 10th class of district Shimla constituted the population of the study. From the selected district, 10 schools (5 - rural area school and 5 - urban area school) were taken on the basis of random sampling. In the third step 22 students were drawn randomly from 10th class of each school. The total sample was consists of 220 hundred urban and rural students. The investigator used General Mental Ability Test for data collection. The t-test statistical technique was used in this study. The rural and urban students do not differ significantly on the variable of academic achievement and intelligence.

scholarly journals The effects of School location on students’ academic achievement in senior secondary physics based on the 5E learning cycle in Delta State, Nigeria

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Ikechuku Abamba
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Rural Students ◽  
Analysis Of Covariance ◽  
Learning Cycle ◽  
Control Group ◽  
School Students ◽  
School Location ◽  
Rural And Urban ◽  
Significant Difference

This study examined the effects of school location on secondary school students’ academic achievement in Physics based on the 5E learning cycle. The design of the study was a non – randomized prêt-test, post-test control group quasi-experimental design. The population of the study was 66,345. Two hundred and forty-three students were sampled from six schools.  Four hypotheses were tested at 0.05 level of significance. The hypotheses state that there is no significant difference in mean achievement scores in Physics between urban and rural students taught using 5E leaning cycle among others. The statistical tools used were mean, standard deviation and Analysis of Covariance (ANCOVA) were used in testing the hypotheses formulated. The result amongst others showed there is no significant difference between rural and urban students’ achievement taught using 5E learning circle (Fcal. (113) = F crit (0.005), p>0.05). Based on the findings, it was recommended among others, that 5E learning cycle be adopted in Nigeria secondary schools as a teaching method and that faculties of education in various schools of higher learning should ensure that 5E learning cycle is included as a method of teaching Physics

Is Retest Bias Biased?

2016 ◽  
Vol 15 (2) ◽  
pp. 45-54 ◽  
Author(s):  
Jason G. Randall ◽  
Anton J. Villado ◽  
Christina U. Zimmer
Keyword(s):  
Sex Differences ◽  
Emotional Stability ◽  
Adverse Impact ◽  
Mental Ability ◽  
Ability Test ◽  
General Mental Ability ◽  
Psychological Mechanisms

Abstract. The purpose of this study was to test for race and sex differences in general mental ability (GMA) retest performance and to identify the psychological mechanisms underlying these differences. An initial and retest administration of a GMA assessment separated by a six-week span was completed by 318 participants. Contrary to our predictions, we found that race, sex, and emotional stability failed to moderate GMA retest performance. However, GMA assessed via another ability test and conscientiousness both partially explained retest performance. Additionally, we found that retesting may reduce adverse impact ratios by lowering the hiring threshold. Ultimately, our findings reinforce the need for organizations to consider race, sex, ability, and personality when implementing retesting procedures.

ACADEMIC ACHIEVEMENT IN RELATION TO METACOGNITION AND PROBLEM SOLVING ABILITY AMONG SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Surinder Kaur ◽  
Rajbir Kaur
Keyword(s):  
Academic Achievement ◽  
Problem Solving ◽  
Secondary School ◽  
Interaction Effect ◽  
Significant Interaction ◽  
Secondary School Students ◽  
School Students ◽  
Significant Interaction Effect ◽  
Ability Test ◽  
Significant Difference

The study investigated the academic achievement in relation to metacognition and problem solving ability among secondary school students. The sample constituted of 200 students studying in XI grade both boys and girls adolescents belonging to science stream from CBSE as well as PSEB of Amritsar District were randomly selected. The metacognition (Meta-cognition inventory by Govil, 2011) and problem solving ability (Problem solving ability test by Dubey, 2011) tests were used for collecting the data. The findings of the study revealed that there exists no significant difference in metacognition and problem solving ability among girls and boys of CBSE and PSEB school students belonging to medical stream .But there exists significant difference in problem solving ability among students of CBSE and PSEB schools belonging to medical stream. There exists no relationship among metacognition, problem solving ability and achievement of secondary school students belonging to medical stream. However no significant interaction effect of metacognition and problem solving ability on achievement of secondary school students belonging to medical stream was found.

Aggression and Frustration among Rural and Urban Secondary School Students

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Muddanagouda Patil
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Urban Students ◽  
Rural Students ◽  
Equal Size ◽  
School Students ◽  
Rural And Urban ◽  
Significant Difference ◽  
Frustration Level ◽  
Urban Secondary School

The present study aimed to assess the aggression and frustration level among rural and urban secondary school students. It was hypothesized that rural and urban secondary school students differ significantly on aggression and frustration. In order to verify the above hypotheses a sample of 120 students were selected from secondary schools. The sample includes equal size of rural (N=60) and urban (N=60) students. To aggression scale developed by Pal and Naqvi (1986) and the Frustration Scale developed by Chauhan & Tiwari (1999) was used. This scale was administered individually to the subjects. The data were subjected to ‘t’ analyses and the major findings of the study revealed that: rural students (mean=52.10) have more aggression then urban students (mean=47.89) of secondary school. There is 0.05 level significant differences between rural and urban students of secondary school on aggression. On frustration variable rural students (mean=50.05) have more frustration then urban students (mean=49.94) of secondary school, but they is no significant difference between both the group.

scholarly journals Effect of two Computer Instructional Modes on Secondary School Students’ Achievement in Geography, in Lagos State, Nigeria.

2020 ◽  
Vol 6 (1) ◽  
pp. 158-166
Author(s):  
Tayo Omoniyi ◽  
Lucky Uzoma Nwosu ◽  
Fakokunde Jubril Busuyi
Keyword(s):  
Computer Graphics ◽  
Secondary School ◽  
Secondary School Students ◽  
Analysis Of Covariance ◽  
Mental Ability ◽  
School Students ◽  
Ability Test ◽  
Lagos State ◽  
Post Test ◽  
Instructional Mode

There is a growing concern about secondary school students’ poor performance in geography, a subject that is prerequisite for many professional pursuits. To enhance their performance in the subject, several strategies have been adopted. This study is an intervention, which investigated relative effects of computer instructional modes (computer graphics and animations computer) on secondary school students’ achievement in geography. The moderator variable was mental ability. Two hypotheses were formulated and tested at 0.05 level of significance. The pre-test, post-test control group quasi-experimental design, involving 3x2 factorial matrix was adopted for the study. One hundred and four senior secondary two geography students from three secondary schools in Lagos state constituted the sample for the study, which lasted for eight weeks. Two procedural instruments (computer graphics and animation instructional packages) and two measuring instruments, namely Geography Achievement Test r = 0.79, and Mental Ability Test r=0.88 were used.  The data collected were analysed using Analysis of Covariance (ANCOVA). The magnitude of the students’ post-test achievement scores was determined using Multiple Classification Analysis (MCA), while Scheffe post-hoc analysis was used to explain the direction and source of significant effects. Findings showed that there were significant main effects of instructional mode on the students’ achievement in geography (F (2, 91) = 14.414, p< 0.05). There was no significant interaction effect of treatment and mental ability on students’ achievement in geography. Consequently, it was recommended that the computer instructional modes be used alongside with conventional method in the teaching of geography. Keywords: computer graphics, computer animation, instructional mode, achievement in geography, mental ability and geography

scholarly journals Comparison of cognitive and metacognitive strategies in the academic achievement of urban and rural students of Eghlid

2019 ◽  
pp. 282-293
Author(s):  
Mohammad Reza Taghieh ◽  
Zohreh Tadayon ◽  
Raziyeh Taghieh
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Academic Success ◽  
Pearson Correlation ◽  
Target Population ◽  
Metacognitive Strategies ◽  
Rural Students ◽  
School Students ◽  
Cognitive And Metacognitive Strategies ◽  
Definite Result

This research studies the cognitive and metacognitive strategies with academic success in urban and rural students; gender and place of residence that has not been the result of a definite result on their role in previous research have been gained. The present research is a correlation type and is an applied research. The aim of this study is to improve the level of learning. The target population of the high school students in Eghlid city is 269 people. A sample of 241 people was randomly selected and researched. The number of samples is specified according to the Morgan table. Pearson correlation and (T) test were used for two independent groups. The obtained result indicates that cognitive and metacognitive strategies in academic achievement, gender, and location are also effective in these strategies, so that female students are more than boys and student's Urban uses both types of strategy more than rural students.

A Dismal Story of Academic Performance of Primary Students in West Bengal, India

2020 ◽  
Vol 68 (1) ◽  
pp. 40-60
Author(s):  
Debarshi Mandal ◽  
Debasish Sarkar
Keyword(s):  
Academic Achievement ◽  
West Bengal ◽  
First Language ◽  
Primary Students ◽  
School Students ◽  
Policy Makers ◽  
Rural And Urban ◽  
Core Subjects ◽  
Males And Females ◽  
Insight Into

This study is an attempt to look at the academic achievement in three core subjects, such as First Language, English and Arithmetic, of the primary school students studying in classes II and III in External Evaluation and Diagnostic Achievement Test in West Bengal, India. We try to provide an insight into the group disparity in academic achievement of the students in the three subjects through classifying the sample by caste, gender and sector. Besides, we also employ the logistic model of regression to assess likelihood of success of different groups in the minimum level of learning of these three subjects in the said examinations. The study found considerable disparity in academic skills among social groups, males and females and rural and urban students. Performance of the students was quite poor in Arithmetic compared to First Language and English. Findings of this study will enable the policy makers to design appropriate policies, which will enable the society to achieve better performance in education in future.

Comparison of Otis-Lennon Mental Ability Test, Elementary i Level and WISC-R IQs among Suspected Mental Retardates

1976 ◽  
Vol 38 (2) ◽  
pp. 403-406 ◽  
Author(s):  
Theron M. Covin
Keyword(s):  
Full Scale ◽  
Mental Ability ◽  
School Students ◽  
Mental Processes ◽  
Ability Test ◽  
Public School Students ◽  
Picture Completion ◽  
And Performance ◽  
Mean Differences ◽  
Performance Scale

Correlations of .72, .59, and .76 were computed between the Otis-Lennon I and WISC-R Verbal, Performance, and Full Scale IQs respectively for a group of 119 public school students suspected to be mentally retarded. On this basis, WISC-R Verbal and Full Scales seem to be more sensitive than the WISC-R Performance Scale to the mental processes measured by the Otis-Lennon I. Mean differences were not significant for Full Scale IQs ( p < .05). Moderate correlations between the subtest scaled scores were reported. Correlations and t tests for stratified samples by race were also computed. Values for Comprehension, Picture Completion scaled scores and Performance scaled scores were very low for Negro children (.18, −.01, .05).

scholarly journals Academic Achievement among Secondary School Students in Relation To Area

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Falguni. P. Parmar
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Urban Area ◽  
Achievement Motivation ◽  
Secondary School Students ◽  
School Students ◽  
Academic Achievements ◽  
Rural And Urban ◽  
Random Samples ◽  
Rural And Urban Area

The aim of the present study is to focus on study of academic achievements among secondary school students with respect to rural and urban area. The total Random samples consist of 30 students of rural area and 30students of urban area of Mehsana district. The questionnaires prepared from Manual for Academic Achievement Motivation Test by Dr. T. R. Sharma was administered as tool for study. The ’t’- Test was used to analyses the data. The interpretations of the results indicate that there was no significant mean difference between academic achievements among secondary school students with respect to rural and urban area.

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