scholarly journals Assessment of Academic Achievements of Special Children

2021 ◽  
Vol 4 (3) ◽  
pp. 431
Author(s):  
Khizar Hayat ◽  
Muhammad Hafeez
Keyword(s):  
Academic Achievement ◽  
Mental Retardation ◽  
Life Skills ◽  
Mentally Retarded ◽  
Special Care ◽  
Academic Achievements ◽  
10Th Grade ◽  
The Social ◽  
Special Children ◽  
The Impact

Life skills are the social and psychological abilities that are very helpful in the learning process and to develop a healthy and sound society. These skills play a key role in academic achievement of students. The better academic achievements and life skills provide a way to the better academic achievements. Life skills development also played an important role for the development of a society and nation. So, knowing the importance of life skills a research study was conducted. This study aims to investigate the life skills of male and female mentally retarted students (ii) to assess the life skills of female and male mentally retarded students as perceived by their teachers (iii) to analyze the academic achievements of the mentally retarded students (iv) to investigate the impact of the life skills of mentally retarded students on their academic achievement. The total 20 students of 10th grade were selected for the current study. The researcher used questionnaire for data collection. The questionnaires were distributed among the concerned teachers. The academic achievements of 10th grade students with mental retardation were analysed by using descriptive statistics and percentage formula. The results of the study showed that students with mental retardation achieved low academic scores.  Out of 20 students, 4 students got 33% marks, 7 students got 33-40% marks, 5 students got 41-50% marks, 4 students got 51-60% marks and no students got more than 60% marks. This low academic achievements of students with mental retardation indicated that children with mental retardation needs special care and extra efforts to achieve better academic achievements. So, it is suggested that special care children must be cared with special attention.

CORRECTION

PEDIATRICS ◽  
1972 ◽  
Vol 49 (5) ◽  
pp. 798-798
Keyword(s):  
Mental Retardation ◽  
Social Work ◽  
Social Functioning ◽  
Multidisciplinary Approach ◽  
Mentally Retarded ◽  
Social Dimensions ◽  
Hand Column ◽  
The Social ◽  
The Right ◽  
Medicine Education

In the January 1972 issue in Dr. Paul H. Pearson's review of the book Mental Retardation and Its Social Dimensions by Margaret Adams, the fifth paragraph of the right hand column on page 161 should read as follows: "In all fairness, Miss Adanis goes on to point up the essential need of a multidisciplinary approach to the multivariant needs of the retarded. She points out the ways in which the efforts of the social work profession are integrated with those of medicine, education and psychology to bring about, through preventive and habilitative measures, optimal social functioning of the mentally retarded within our society."

scholarly journals The impact of sociodemographic factors on academic achievements among high school students in Indonesia

2020 ◽  
Vol 9 (4) ◽  
pp. 1114
Author(s):  
Deri Indrahadi ◽  
Amika Wardana
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Sociodemographic Factors ◽  
Cross Sectional Survey ◽  
School Students ◽  
School Factors ◽  
Related Factors ◽  
Academic Achievements ◽  
The Impact

<span>This study aimed to examine the effect of sociodemographic, student and school factors on the academic achievement of high school students in Indonesia. Using the cross-sectional survey data from the 2015 Indonesian Family Life Survey (IFLS) particularly involving 1,421 respondents (of the academic performances during their school years), the study run multiple regression analysis to examine the influences of their parents’ sociodemographic, students and other school-related factors on their academic achievements during their school years. As the results, it was revealed that the sociodemographic factors, students and schools predict significantly academic achievement of students in Indonesia. The results provided feedback to students and parents, schools and education policymakers in improving student academic achievement.</span>

scholarly journals COMPARATIVE STUDY OF THE EFFECTS OF FAMILY CLIMATE ON THE ACADEMIC ACHIEVEMENTS OF GOVERNMENT AND PRIVATE SECONDARY SCHOOL STUDENTS

2015 ◽  
Vol 3 (6) ◽  
pp. 118-127
Author(s):  
Nikhat Yasmin Shafeeq ◽  
Aliya Tazeen
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Family Environment ◽  
Parental Support ◽  
Secondary School Students ◽  
Family Climate ◽  
School Students ◽  
Academic Achievements ◽  
The Family ◽  
The Impact

This study investigated the impact of family climate on the academic achievement of government and private secondary school students. Three hundred (Boys =150; Girls =150) secondary school students were randomly chosen as the sample of the study from 8 schools (4 government and 4 private) of Aligarh. Family Climate Scale by Dr. Beena Shah (1990) was used to study respondent’s family climate, while their IX class examination results were used as the measure of academic achievement. The hypotheses were tested using the product moment coefficient of correlation to find out the relationship between the family climate and academic achievement, and for measuring the effect of the type of family climate (favorable and unfavorable) on the academic achievement of the students the investigator applied t-test. The results showed that the academic achievements of students are independent of the family environment and parental support provided to them. The study also revealed that private students have good academic records in comparison of government students.

scholarly journals The Impact of an Educational Program Based on Brain-Based Learning in Improving the Skills of Creative Thinking and Achievement in Social and National Education in Jordan

2015 ◽  
Vol 9 (3) ◽  
pp. 502
Author(s):  
Majed K. Al-Khawaldeh ◽  
Mohammad I. Qattawi
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Educational Program ◽  
Creative Thinking ◽  
The Third ◽  
The Social ◽  
Study Results ◽  
Brain Based Learning ◽  
The Impact ◽  
Experimental Group

This study aimed to investigate the impact of an educational program based on brain-based learning in improving the creative thinking and academic achievement in the social studies and civics education among the third basic grade students in Jordan. The researcher adopted the semi-experimental method, and the study sample consisted of 50 third grade students of Omar Ibn Al-Khattab basic public school for Boys. The sample was purposive sample and then was assigned randomly into two the experimental and control groups. The experimental group which was provided the developed study unit consisted of 25 students, and similarly, the control group, which was presented the regular method. The study results showed statistically significant differences (=.05) in creative thinking skills: fluency, flexibility and authenticity, as well as academic achievement in the social studies and civic education among the third-graders in favor of the experimental group. The difference may be attributed to the brain-based education program. 

scholarly journals The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

2022 ◽  
Author(s):  
Elmakki AMIRI ◽  
Abderrahim El KARFA
Keyword(s):  
Academic Achievement ◽  
Environmental Factors ◽  
Learning Environment ◽  
Foreign Language ◽  
First Year ◽  
First Year Students ◽  
Factors Affecting ◽  
Academic Achievements ◽  
Efl Students ◽  
The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

The impact of academic achievement on starting wages of russian university graduates

2017 ◽  
pp. 77-102 ◽  
Author(s):  
V. Rudakov ◽  
I. Chirikov ◽  
S. Roshchin ◽  
D. Drozhzhina
Keyword(s):  
Academic Achievement ◽  
Labor Market ◽  
Work Experience ◽  
Negative Impact ◽  
University Graduates ◽  
Cross Sectional ◽  
Grade Point ◽  
Academic Achievements ◽  
Graduate Survey ◽  
The Impact

This paper analyzes the impact of student academic achievements on future wages of Russian university graduates by looking at GPA-earnings relationship for graduates of one Russian selective university, based on cross-sectional graduate survey data. The issue of how student academic achievement, measured by GPA (Grade Point Average) impact future labor market rewards is analyzed with reference to the set of academic, demographic, and labor market factors. Our results indicate that there is no significant impact of GPA on future earnings for male graduates and significant negative impact for female graduates. The effect of GPA on earnings is insignificant for both gender groups if we control for sectoral segregation. The existence of work experience before graduation is the most significant factor that positively affects future wages. Moreover, we observed high returns to current job tenure. We found no evidence that combining study and work negatively affects student academic achievements.

Critical Analysis on Legal Capacity of The Mentally Retarded: the Portuguese Reality in the European Context

2016 ◽  
Vol 33 (S1) ◽  
pp. S457-S458
Author(s):  
R. Cajão ◽  
C.A. Pereira ◽  
J.R. Silva ◽  
J.P. Lourenço ◽  
N.P. Gil ◽  
...  
Keyword(s):  
Mental Retardation ◽  
Critical Analysis ◽  
Civil Law ◽  
Great Majority ◽  
Mentally Retarded ◽  
Legal Capacity ◽  
The Social ◽  
Forensic Psychiatric ◽  
Competing Interest ◽  
Economic Assets

IntroductionAlmost 50 years after the mental health reform in Europe and the deinstitutionalization of the mentally ill, there seems to be a slow change in the social concept of mental disorder. However, in the case of mental retardation, little progress has been made, since the social approach to these patients does not seem to involve the promotion of their autonomy. This is a reality with implications in medical, social and forensic psychiatry settings.ObjectiveWe will present a statistical analysis on interdiction/inhabilitation processes in two districts of Portugal followed by a comparative analysis between Portuguese and other European countries’ civil law concerning the regulation of legal capacity.AimsCritical analysis of the means by which the concept of legal incapacity has been applied in the Portuguese social setting.MethodsDescriptive and retrospective analyses of 500 expert reports in the districts of Coimbra and Viseu regarding interdiction/disqualification processes. Research on Pubmed and legal databases; keywords used: mental disability, mental retardation, civil law, mental incapacity, legal incapacity, legal capacity, interdiction, curator.ResultsThe number of forensic psychiatric examinations has suffered a significant increase in the last years. The majority of these expertise concern interdiction/inhabilitation processes. Mental retardation is the more prevalent diagnosis, and the great majority of the cases were interdicted.ConclusionsIn Portugal, the law has been applied in order to safeguard the economic assets of mentally retarded individuals, but not in order to promote their social integration and autonomy.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Pelatihan Membuat Karya Seni Mozaik untuk Meningkatkan Sikap Sosial Siswa Tunagrahita Kelas V SLB Negeri 2 Buleleng

2019 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Heni Adawiyah ◽  
Agus Adi Saputra ◽  
Noviana Sastra Dewi ◽  
Kadek Suranata
Keyword(s):  
Qualitative Research ◽  
Mental Retardation ◽  
Data Collection ◽  
Mentally Retarded ◽  
Social Attitudes ◽  
Fifth Grade ◽  
Moderate Mental Retardation ◽  
Fifth Grade Students ◽  
The Social ◽  
Initial Score

This study aims to determine the social attitudes in participating in making mosaic artworks for fifth grade mental retardation students in SLB Negeri 2 Buleleng. This research is a qualitative research that describes the social attitudes of mentally retarded students in participating in the making of mosaic artwork. The population in this study were fifth grade students at SLB Negeri 2 Buleleng. The samples taken in this study were 7 students consisting of mild and moderate mental retardation. The method of data collection in this study using the method of observation, interviews and documentation. The results of this study indicate an increase in students' social attitudes seen from the average initial score obtained 37.1 and after training in making activities of mosaic arts in groups showed an average of 87.1.

scholarly journals LAYANAN BIMBINGAN PRIBADI SOSIAL UNTUK MENGEMBNGKAN RASA PERCAYA DIRI SISWA TUNAGRAHITA SLB MANDARA KOTA KENDARI

2020 ◽  
Vol 27 (1) ◽  
pp. 50
Author(s):  
Harlin Yusuf ◽  
Sumarlin Sumarlin ◽  
Hamdiansah Hamdiansah
Keyword(s):  
Mental Retardation ◽  
Mentally Retarded ◽  
The Self ◽  
Test Design ◽  
Research Subjects ◽  
Average Growth ◽  
Guidance Services ◽  
Self Confidence ◽  
Post Test ◽  
The Impact

Penelitian ini bertujuan untuk menyusun sebuah produk pengembangan berupa model layanan bimbingan pribadi sosial untuk mengembangkan rasa percaya diri siswa tunagrahita. Tujuan jangka panjang penelitian ini adalah guru Sekolah Luar Biasa (SLB) dapat menggunakan produk pengembangan yang telah disusun sebagai salah satu teknik dalam  menyelengarakan  layanan  bimbingan  pribadi sosial,  terutama  pada  kegiatan  yang bertujuan meningkatkan kepercayaan diri siswa tunagrahita. Hasil yang ditargetkan dalam penelitian ini adalah mengembangkan rasa percaya diri siswa tunagrahita yang menjadi subjek penelitian dengan pemberian layaan bimbingan pribadi sosial. Indikator  kepercayaan diri subjek  penelitian  yang  diukur adalah a) rasaoptimis siswa tunagrahita, b) kemampuan siswa dalam berpikir positif, c) kemandirian siswa tunagrahita, d) penilaian diri, dan e) toleransi. Jenis penelitian ini adalah penelitian eksperimen dengan jenis pra-eksperimen. Oleh karena itu, penelitian ini hanya memberikan perlakuan kepada satu kelompok eksperimen tanpa menggunakan kelompok kontrol sebagai pembanding. Desain penelitian ini menggunakan   one   group   pre-test   and   post-test   design   yang   meliputi  tiga   langkah pelaksanaan, yaitu: 1) pelaksanaan pre-test 2) pelaksanaan perlakuan atau eksperimen, dan 3) pelaksanaan   post-tes   untuk   mengukur   hasil   atau   dampak   dari   perlakuan.   Indikator keberhasilan layanan bimbingan pribadi sosial jika terjadi perkembangan kepercayaan diri siswa tunagrahita secara signifikan yang akan diketahui melalui pembandingan skor pretest dan post test subjek penelitian. Kepercayaan diri siswa tunagrahita sebelum mendapatkan layanan bimbingan pribadi sosial (pre-test) mencapai rata-rata 39%, tetapi setelah mendapatkan layanan bimbingan pribadi sosial (post-test) rasa kepercayaan diri siswa tunagrahita mengalami perkembangan dengan rata-rata 49%. Jadi perkembangan rasa percaya diri siswa tunagrahita mencapai 10%. This study aims to compile a product of development in the form of a model of social personal guidance services to develop students' mental retardation self-confidence. The long-term goal of this study is that special school teachers can use development products that have been developed as one of the techniques for holding social personal guidance services, especially in activities aimed at increasing the self-confidence of mentally disabled students. The targeted results in this study are to develop the confidence of retarded students who are the subjects of research by providing social personal guidance services. Indicators of self-confidence measured by research subjects are a) optimism for mentally retarded students, b) students' ability to think positively, c) independence of mentally retarded students, d) self-assessment, and e) tolerance. This type of research is experimental research with pre-experimental type. Therefore, this study only gave treatment to one experimental group without using a control group as a comparison. This research design uses one group pre-test and post-test design which includes three steps of implementation, namely: 1) the implementation of pre-test 2) the implementation of the treatment or experiment, and 3) the implementation of the post-test to measure the results or the impact of the treatment. Indicators of success of social personal guidance services if there is a significant development of self-retarded students' confidence that will be known through comparing the pretest and post test scores of research subjects. The mental disability of mentally retarded students before getting social personal guidance services (pre-test) reached an average of 39%, but after getting social personal guidance services (post-test) the self-confidence of mentally retarded students experienced an average growth of 49%. So the development of mental retardation students reach 10%.

scholarly journals IMPACT OF SOCIAL SERVICES PARTICIPATION OF UNDERGRADUATE STUDENTS ON THEIR ACADEMIC ACHIEVEMENT

2021 ◽  
pp. 368-371
Author(s):  
Goutam Padhan
Keyword(s):  
Academic Achievement ◽  
Data Collection ◽  
Key Words ◽  
Social Services ◽  
Undergraduate Students ◽  
Social Service ◽  
Academic Achievements ◽  
The Impact

The objectives of the study were to investigate the impact of i) social services participation undergraduate students on their academic achievement; ii) social services participation undergraduate boys students on their academic achievement, and iii) social services participation of the undergraduate girls students on their academic achievement. A sample of 80 undergraduate students of Gangadhar Meher University, 40 each from participants and non-participants students were selected randomly. Out of which 20 each from boys and girls undergraduate students were participants groups and 20 each from boys and girls undergraduate students were from non-participants groups. Information Inventory on Social Service Participation Test was used for data collection and average academic achievement SGPA score of undergraduate students given by university was adopted for accessing the academic achievement of students. The‘t’ test revealed that i) there was no impact of social service on academic achievements of undergraduate students. Academic achievement of both social service participant and non-participant undergraduate students were similarly; ii) there was no impact of social service on academic achievements of participant and non-participant undergraduate boys students’. Academic achievement of both social service participant and non-participan boys undergraduate students’ were same line; and iii) there was no impact of social service on academic achievements of participant and non-participant undergraduate girls students. Academic achievement of both social service participant and non-participant girls undergraduate students’ were same line. KEY WORDS: Social Services, Participation, Under Graduate, Academic Achievement

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