INFLUENCE OF TEACHING STYLE ON STUDENTS’ ENGAGEMENT, CURIOSITY AND EXPLORATION IN THE CLASSROOM

2020 ◽  
Vol 7 (1) ◽  
pp. 87
Author(s):  
Awaisha Inayat ◽  
Dr Amena Zehra Ali
Keyword(s):  
University Students ◽  
Autonomy Support ◽  
Classroom Teacher ◽  
Teaching Style ◽  
School Students ◽  
Cross Sectional ◽  
Teacher Student ◽  
Parental Autonomy Support ◽  
Significant Difference ◽  
Perceived Autonomy Support

<p><em>Inside classroom teacher student interaction carries immense significance as it appears to contribute to student learning in different ways. The teachers’ interaction has a stronger association with students’ engagement and exploration in terms of learning in classroom through their coaching style. The present study therefore aims to explore perceived teaching style (autonomous-supportive and/or controlling) and its correlation with students’ engagement, curiosity and exploration in cross-sectional sample of School and University students (N= 402). Perceived parental autonomy support scale (adopted version for teachers), Students Engagement Instrument and Curiosity Exploration Inventory-II were administered. The result shows that students simultaneously perceived both teaching styles i.e., Autonomous-supportive and Controlling, in classroom however there was a significant difference between score of school students where they find their teachers to be more supportive and controlling as compared to university students. Furthermore, there is a moderate correlation between perceived autonomy support teaching style with students’ engagement as well as curiosity and exploration. The results offers an understanding of students’ belief and perceptions about their interaction with teachers that can help in building students’ curiosity and motivation to engage learn in the classroom. </em><em></em></p>

scholarly journals Learning Style Preference: Results of Repetitive Cross-Sectional Surveys in an Higher Education Institution

2020 ◽  
Vol 9 (4) ◽  
pp. 730
Author(s):  
Eliot Simangunsong
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Teaching Style ◽  
Education Institution ◽  
School Students ◽  
Cross Sectional ◽  
Systematic Analysis ◽  
Significant Difference

Using the theoretical framework of the Felder-Silverman Learning Styles Model, this study aims to understand the learning styles of middle school students entering the university to promote teaching innovation and improve the quality of the learning experience. A quantitative research method was applied through repeated cross-sectional surveys for 3 years among 2,325 students. Systematic analysis is applied to investigate respondent learning styles. Data analysis showed a significant difference in terms of the sex of students, while in terms of graduation years, the proportion of sequential students showed a significant increase from 2014 to 2016; this might imply that students from scientific or analytic backgrounds increasingly choose management schools. As expected, management students are active in character, except in accounting programs, where sensing learners are dominant. Innovative, active and visual-based learning is also preferred. Through the findings of this study, we conclude that interest in studies is related to the learning dimensions. The teaching style must follow the characteristics of the learning dimensions to provide an optimal learning experience. Here, it is important to implement an innovation-based learning process in higher education institutions.

scholarly journals Prevalence of dysmenorrhoea, associated risk factors and its relationship with academic performance among graduating female university students in Ethiopia: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e043814
Author(s):  
Mesfin Tadese ◽  
Andargachew Kassa ◽  
Abebaw Abeje Muluneh ◽  
Girma Altaye
Keyword(s):  
Risk Factors ◽  
Academic Performance ◽  
University Students ◽  
Cross Sectional Study ◽  
Secondary Outcome ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Significant Difference ◽  
Associated Risk Factors

ObjectivesThe study aimed to provide an association between dysmenorrhoea and academic performance among university students in Ethiopia. Further, the study attempts to determine the prevalence and associated risk factors of dysmenorrhoea.Design and methodInstitution-based cross-sectional study was conducted from 1 April to 28 April 2019. A semistructured and pretested self-administered questionnaire was used to collect data. Binary logistic regression analysis and one-way analysis of variance were performed to model dysmenorrhoea and academic performance, respectively.Setting and participantsEthiopia (2019: n=647 female university students).OutcomesThe primary outcome is dysmenorrhoea, which has been defined as painful menses that prevents normal activity and requires medication. The self-reported cumulative grade point average of students was used as a proxy measure of academic performance, which is the secondary outcome.ResultsThe prevalence of dysmenorrhoea was 317 (51.5%). The educational status of father (adjusted OR (AOR) (95% CI) 2.64 (1.04 to 6.66)), chocolate consumption (AOR (95% CI) 3.39 (95% 1.28 to 8.93)), daily breakfast intake (<5 days/week) (AOR (95% CI) 0.63 (0.42 to 0.95)), irregular menstrual cycle AOR (95% CI) 2.34 (1.55 to 3.54)) and positive family history of dysmenorrhoea AOR (95% CI) 3.29 (2.25 to 4.81)) had statistically significant association with dysmenorrhoea. There was no statistically significant difference in academic performance among students with and without dysmenorrhoea (F (3611)=1.276, p=0.28)).ConclusionsDysmenorrhoea was a common health problem among graduating University students. However, it has no statistically significant impact on academic performance. Reproductive health officers should educate and undermine the negative academic consequences of dysmenorrhoea to reduce the physical and psychological stress that happens to females and their families.

Dietary habits and sedentary behaviors among health science university students in Bahrain

2017 ◽  
Vol 29 (2) ◽  
Author(s):  
Abdulrahman O. Musaiger ◽  
Muyssar S. Awadhalla ◽  
Mariam Al-Mannai ◽  
Muneera AlSawad ◽  
G.V. Asokan
Keyword(s):  
University Students ◽  
Dietary Patterns ◽  
Internet Use ◽  
Intervention Program ◽  
Dietary Habits ◽  
Daily Basis ◽  
Health Science ◽  
Sedentary Behaviors ◽  
Cross Sectional ◽  
Significant Difference

Abstract Objective: The aim of this study was to investigate the dietary patterns and sedentary behaviors among university students in Bahrain. Materials and methods: A cross-sectional study was carried out with students of the College of Health Sciences in Bahrain using a self-reported questionnaire. All the students enrolled in this college were included in this study (642 students; 90 males and 552 females). The mean age of the sample was 20.1±2.0 years. A pre-tested questionnaire was used to collect information on the students’ breakfast intake, snacking, food frequency intake, and sedentary habits. Results: More than 50% of the students did not consume breakfast on a daily basis. A statistically significant difference (p<0.003) was found between males (19%) and females (35%) in relation to the intake of an afternoon snack. There were no significant gender differences regarding frequency of food intake, except for carbonated beverages (p<0.001) and nuts (p<0.047) consumption. Females were more likely than males to spend time watching television, use the Internet, use a mobile phone and sleep; however, the only significant difference found was for Internet use (p<0.003). Being physically active on a daily basis was more prevalent among males (41.6%) than females (16%) (p<0.001). Females (42.9%) were more prone to sleep for less time (<7 h) than males (34.4%)(p<0.08). Conclusion: The findings indicated that a high percentage of health science students in Bahrain had unhealthy dietary habits and sedentary behaviors. Thus, an intervention program to promote healthy dietary patterns and lifestyle habits among university students is highly recommended.

scholarly journals Emotional Intelligence and Self Esteem in Male and Female School Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. Syeda Razia Bukhari ◽  
Syeda Ishrat Fatima ◽  
Amenah Rashid ◽  
Farhana Saba
Keyword(s):  
Emotional Intelligence ◽  
Economic Status ◽  
Sampling Technique ◽  
Self Esteem ◽  
School Students ◽  
Cross Sectional ◽  
Male And Female ◽  
Significant Difference ◽  
The Difference ◽  
Cross Sectional Design

The aim of the research is to investigate that emotional intelligence and self-esteem in male and female school students. The present research design is research cross sectional design.  Sample contained 200 students (100 =male, 100= female)   (mean age = 14.16, SD = 0.740) all belonging to the upper, middle and lower Scio economic status. Whole sample was collected from different schools of Karachi, Pakistan with the help of convenient sampling technique. First, the confidentiality about the participants demographic information was assured after that about the purpose and procedure of research explained to participants. The participants who given consent of participation in research, the demographic form, Urdu version of Rosenberg Self-Esteem Scale (Rosenberg, 1965), and Trait Emotional Intelligence Questionnaire (TEIQue) (K.V. Petrides) were administered on them. Statistical Analysis (t-Test for independent) applied to assess the difference of emotional intelligence and self esteem among male and female.The results reveals there is significant difference among emotional intelligence of male and female school students (t (198) = 6.597, P< .05) and there is also significant difference in self esteem of male and female school students (t (198) = 2.837, P< .05).

scholarly journals A Study on Emotional Intelligence among School Going Adolescents in Kolkata

2021 ◽  
pp. 47-58
Author(s):  
Bikash Chandra Ghorai ◽  
Samayita Kundu ◽  
Sunil Santra
Keyword(s):  
Emotional Intelligence ◽  
Sampling Technique ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Data Set ◽  
Intelligence Scale ◽  
Four Dimensions ◽  
Significant Difference ◽  
Understanding Emotions

The aim of the present study is to determine the level of emotional intelligence of school going adolescents; and to compare the emotional intelligence and its four dimensions/sub-factors i.e., understanding emotions, understanding motivation, empathy and handling relation of school going adolescents with respect to their gender, grade and board pattern of education. The present study was carried out on 288 higher secondary school students selected as sample from six schools of three different boards of education (viz. two WBCHSE, two CBSE and two ICSE) of Kolkata district in West Bengal using convenient sampling technique. This research is cross-sectional survey type study. The measuring tool in this research originally was of two-point emotional intelligence scale entitled as ‘Emotional Intelligence Scale (ESI – SANS) of Dr. A. K. Singh and Dr. S. Narain [1] which was translated in Bengali version by B. C. Ghorai and L. L. Mohakud [2]. After the initial exploratory analysis of the data, different statistical (descriptive and inferential) techniques are used to analyze the data set via SPSS 20. Results of the study revealed that there is no statistically significant difference in emotional intelligence and it’s sub-factors of school going adolescent with respect to their gender grade and board pattern of education. The findings provide a further need on how to more improve upon the emotional intelligence of school going adolescent. Implications and recommendations for developing emotional intelligence school going adolescent are discussed.

scholarly journals A Study to Determine the Frequency Rate of Scoliosis Disorder and Compare the Anthropometric Characteristics of Normal versus the Scoliosis Diagnosed Students

2016 ◽  
Vol 8 (9) ◽  
pp. 288
Author(s):  
Gholamreza Khosravi ◽  
Mohammad Reza Sharif ◽  
Erfan Khosravi ◽  
Fatemeh Kardan ◽  
Hamed Haddad Kashani ◽  
...  
Keyword(s):  
Early Stage ◽  
Cross Sectional Study ◽  
Bending Test ◽  
School Students ◽  
Cross Sectional ◽  
Significant Difference ◽  
Anthropometric Characteristics ◽  
Spss Software ◽  
The City ◽  
Test Result

<p><strong>INTRODUCTION: </strong>Postural deformities are commonly acquired disorders that occur throughout the life. The purpose of this research was to determine and compare the frequency of scoliosis disorder and anthropometric characteristics of normal versus the disordered Students.</p><p><strong>MATERIALS AND METHODS:</strong> This was a cross-sectional study that was performed on 1416 girls and boys of elementary school students in the city of Kashan in education year 2010-2011. Adams bending test was employed to examine 1416 students to identify the disorder. Seca scale was employed to measure weight and inflexible tape was used to measure the height of students. SPSS software was employed to analyze the data. </p><p><strong>RESULTS: </strong>The result of analysis showed that 63.8 percent of students were boys and 36.2 percent were girls. The frequency of scoliosis in boys and girls was 29.8 and 24.2 percent, respectively. Independent t-test result showed that there was a significant difference between the height and weight of normal versus the scoliosis identified boys and girls student (P=0.004, 0.031; 0.0001, 0.041).</p><p><strong>CONCLUSION:</strong> These types of studies are conducted regularly to identify poor postural cases at an early stage. The identification of acquired deformities at an early stage is important since it provides the opportunity to take the appropriate measures to correct them.  Early identification of scoliosis is vital to maximize effectiveness of treatment.</p>

scholarly journals A Cross-Sectional Survey of Salty Snack Consumption among Serbian Urban-Living Students and Their Contribution to Salt Intake

Nutrients ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 3290
Author(s):  
Jasmina B. Timic ◽  
Jelena Kotur-Stevuljevic ◽  
Heiner Boeing ◽  
Dušanka Krajnovic ◽  
Brizita Djordjevic ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
University Students ◽  
Salt Intake ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Urban Living ◽  
Salty Snack ◽  
Snack Consumption

This study investigated the behavior of urban-living students related to the salty snacks consumption, and their contribution to salt daily intake. A cross-sectional survey on 1313 urban-living students (16–25 years, 61.4% university students and 38.6% high school students) used a pre-verified questionnaire created specifically for the study. The logistic regression analysis was performed to investigate the factors influencing snack consumption. The results of salt content and the snack consumption frequency were used to evaluate snack contribution to salt intake. All subjects consumed salty snacks, on average several times per week, more often at home and slightly more during periods of intensive studying, with 42% of the participants reporting to consume two or more packages per snacking occasion. Most of the participants consumed such products between main meals, but 10% of them took snacks immediately after the main meal. More high-school students than university students were in the “high snack group” (p < 0.05). The most frequently consumed salty snacks were those with the highest content of salt. Salt intake from snack products for a majority of participants ranged between 0.4 and 1 g/day. The research revealed younger age, home environment and significant contribution to salt intake as critical points in salty snack consumption among urban-living students important for the better understanding of their dietary habits.

scholarly journals The Role of Teachers’ Emotional Intelligence and Self-Efficacy in Decreasing Students’ Separation Anxiety Disorder

2016 ◽  
Vol 9 (4) ◽  
pp. 185 ◽  
Author(s):  
Shiva Masoumparast
Keyword(s):  
Self Efficacy ◽  
Separation Anxiety ◽  
Teaching Profession ◽  
Separation Anxiety Disorder ◽  
School Students ◽  
Teacher Student ◽  
Significant Difference ◽  
Post Test ◽  
Role Of Teachers

<p class="apa">Background: teachers are as responsible for personal progress of children as parents are for their nurturing. The purpose of this study is to examine the role of EI and self-efficacy of teachers in reduced SAD of primary school students in Tehran. In other words, this study evaluates the effective role of teachers in reducing SAD in students. Methods: This study used a descriptive-correlational methodology. The sample consisted of 345 teachers and 280 students with SAD selected by stratified proportional to size sampling by Cochran formula. Bar-on’s EQ-i, Schwarzer’s GSE and evaluation forms were used to evaluate teachers; Espada’s CSAS and Spence Children’s Anxiety Scale (SCAS) were used to measure SAD in children. Finally, post-test was taken from students with SAD.Results: The results showed a significant positive correlation between EI and self-efficacy of teachers. On the other hand, EI and self-efficacy of teachers significantly influenced students, so that a significant difference was found in the pre-test and post-test scores of students. SAD significantly decreased in students. Conclusion: positive teacher-student interactions can reduce the symptoms of SAD in students. Thus, teaching profession is a serious responsibility which should not be considered only as a job.</p>

Factors contributing to intentional injuries in Iranian university students

2017 ◽  
Vol 31 (3) ◽  
Author(s):  
Kobra Abedian Kasgary ◽  
Zeinab Hamzehgardeshi ◽  
Zohreh Shahhosseini
Keyword(s):  
University Students ◽  
Demographic Data ◽  
Human Action ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Intentional Injuries ◽  
Significant Difference ◽  
History Of ◽  
And Gender ◽  
The University

Abstract Background Intentional injuries refer to injuries resulting from purposeful human action, whether directed at oneself or others. This study was performed to assess intentional injuries in Iranian university students. Methods This cross-sectional study was carried out with 430 female and male university in three higher education institutions located in the northern part of Iran in the year 2015. Samples were chosen through the stratified cluster random sampling method. They were requested to fill out the demographic data form and the Persian version of the Youth Risk Behavior Survey Questionnaire. Descriptive and inferential statistics were used for data analysis via the SPSS v.13 software. Findings Intentional injuries were more frequent in the male university students than female (p < 0.05). Also, 9.1% and 6.7% of the university students were physically injured or sexually assaulted by a boy/girl friend. No statistically significant difference was reported in dating violence between the male and female university students. The logistic regression test showed that the history of stealing money from parents without their permission, son’s preferences in the family and gender are the most important predisposing factors for the university students’ intentional injury. Conclusion It is suggested that health policy makers consider the role of family in programs that have been designed for improving the health of young people.

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