scholarly journals HOW PARENTS EDUCATION IMPROVE STUDENT ACHIEVEMENT?

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.

Principals and Student Achievement

2018 ◽  
pp. 84-117 ◽  
Author(s):  
S. Marshall Perry ◽  
Karen M. Sealy ◽  
Héctor X. Ramírez-Pérez ◽  
Thomas C. DeNicola ◽  
Yair Cohen
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
School Context ◽  
School Level ◽  
International Student Assessment ◽  
Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

scholarly journals Midday napping in children: associations between nap frequency and duration across cognitive, positive psychological well-being, behavioral, and metabolic health outcomes

SLEEP ◽  
2019 ◽  
Vol 42 (9) ◽  
Author(s):  
Jianghong Liu ◽  
Rui Feng ◽  
Xiaopeng Ji ◽  
Naixue Cui ◽  
Adrian Raine ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Parental Education ◽  
Well Being ◽  
Internalizing Behavior ◽  
Self Control ◽  
Poor Sleep ◽  
Time In Bed ◽  
Metabolic Outcomes ◽  
Wide Range

AbstractStudy ObjectivesPoor sleep and daytime sleepiness in children and adolescents have short- and long-term consequences on various aspects of health. Midday napping may be a useful strategy to reduce such negative impacts. The effect of habitual napping on a wide spectrum of cognitive, behavioral, psychological, and metabolic outcomes has not been systematically investigated.MethodsThis study characterized midday napping habits in 3819 elementary school children from the China Jintan Cohort Study. In 2011, weekly nap frequency and average duration were collected once from students at grades 4–6. Prior to their completion of elementary school at grade 6 (in 2011–2013 respective to each grade), the following outcomes were collected once: behavioral and academic achievement evaluated by teachers, and self-reported positive psychology measures including grit, self-control, and happiness. IQ tests were conducted on a subgroup. Metabolic indices, including body mass index and fasting glucose concentration, were measured through physical exams. For the whole sample, we assessed associations between napping and each outcome, adjusted for sex, grade, school location, parental education, and time in bed at night. We also conducted stratified analyses on grade 6 (cross-sectional), grade 4 (2-year gap), and grade 5 (1-year gap) data.ResultsOverall, napping was significantly associated with higher happiness, grit, and self-control, reduced internalizing behavior problem, higher verbal IQs, and better academic achievement, although specific patterns varied across frequency and duration for different outcomes. More limited significant associations were found for decreased externalizing behavior problems, compared to non-nappers, while no significant associations were found for performance IQ and metabolic outcomes.ConclusionsResults indicate benefits of regular napping across a wide range of adolescent outcomes, including better cognition, better psychological wellness, and reduced emotional/behavioral problems. The current study underscores the need for further large-scale intervention studies to establish causal effects.

Principals and Student Achievement

2021 ◽  
pp. 1378-1404
Author(s):  
S. Marshall Perry ◽  
Karen M. Sealy ◽  
Héctor X. Ramírez-Pérez ◽  
Thomas C. DeNicola ◽  
Yair Cohen
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
School Context ◽  
School Level ◽  
International Student Assessment ◽  
Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

scholarly journals Hubungan Antara Tindakan Bullying dengan Prestasi Belajar Anak Korban Bullying pada Tingkat Sekolah Dasar

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Ida Ayu Surya Dwipayanti ◽  
Komang Rahayu Indrawati
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Social Adjustment ◽  
Quantitative Research ◽  
Sampling Method ◽  
News Coverage ◽  
School Level ◽  
Cluster Sampling ◽  
School Students ◽  
Statistic Result

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

scholarly journals MANAJEMEN KESISWAAN DALAM PENINGKATAN PRESTASI SISWA SEKOLAH DASAR

2021 ◽  
Vol 12 (2) ◽  
pp. 205-214
Author(s):  
Dwi Asih ◽  
Enung Hasanah
Keyword(s):  
Student Achievement ◽  
Elementary School ◽  
Literature Review ◽  
School Level ◽  
School Students ◽  
Educational Management ◽  
Science Olympiad ◽  
Achievement Data ◽  
Student Management

This article aims to: find out the big role of student management in improving elementary school student achievement, the importance of student management on the achievement of elementary school students. This research is a literature review that seeks to explore and restructure various related concepts from the results of previously available writing. We conducted this study by analyzing the essence of various papers on effective student management in building student achievement. Based on the results of the literature review, it is known that the role of student management in improving student achievement is seen in terms of the role of the teacher is very important, from planning to graduation or alumni, the role of student management in improving learning achievement is the involvement of regulatory efforts towards students from the time the student enters school to them. After graduating from the results of an activity that has been carried out by students, student management includes a role as one of the substances of educational management, so student management occupies a strategic position, because the central service of education, both in the setting of schooling institutions and those outside school institutions, is focused on students. School management which has an important role in the continuity of school development is student management starting from the input, process, and output of students. Student management plays a role in managing input, which is how schools and madrasah view new student admissions. The results of the discussion show that student management has a positive and significant effect on learning discipline in realizing student achievement, it can be seen from the student achievement data of the National Science Olympiad (OSN), the National Student Arts Festival and Competition (FLS2N) and the National Student Sports Olympiad (O2SN) in Wonogiri Regency Elementary School level in 2017, 2018,2019. Wonogiri Regency has actively participated in competitions in the academic and non-academic fields of students which are contested in stages. Some of the achievements have been made at the district, provincial and national levels and even have reached the international level. Educational management greatly affects the efforts to organize new students well, so that there is no overlap and time wastage in the student management process in the classroom.

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

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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