scholarly journals Watching television films and time management skill of students as predictors of achievement motivation of primary school students: the case of Woldia Town

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Kifle Kassaw Mulatu
Keyword(s):  
Achievement Motivation ◽  
Time Management ◽  
Primary Schools ◽  
Pearson Correlation ◽  
Management Skills ◽  
Management Skill ◽  
School Students ◽  
Heavy Medium ◽  
Watching Tv ◽  
Correlation Design

The study attempted to examine students extent of Watching TV films and drama. The study followed mainly a correlation design and was conducted on 306 students drawn from three randomly selected primary schools in Woldia town,. Data on respondents’ were collected using close ended questionnaires. Pearson correlation was used to see the relation between variables, the result showed that the independent variables do have a significant relationship with the dependent variable except in low TV films and drama viewers. Extent of Watching TV films and drama of students in the study area were 23.2 % Heavy TV films and drama Viewers/above 3.5 hrs per day/,33.6 % Medium TV films and drama Viewers /between 2.5 up to  3.5 hrs per day  and 43.14 %low TV films Viewer/below 2.5 hrs per day/. Results of the multiple linear  regression revealed that Watching TV films and Time management skill of students interaction taken together explained 18.6%,11.5% and 3.5% in heavy ,medium and low TV films and dramas Viewers of the variance in achievement Motivation. Thus, based on the findings it can be concluded that Watching TV films and drama and time management skills of students are important precursors of achievement Motivation. Following the conclusion several recommendations were forwarded

scholarly journals TIME MANAGEMENT AND ACADEMIC ACHIEVEMENT OF HIGHER SECONDARY SCHOOL STUDENTS

2016 ◽  
Vol 4 (12SE) ◽  
pp. 6-15
Author(s):  
A. Subramanian
Keyword(s):  
Academic Achievement ◽  
Time Management ◽  
Management Skills ◽  
Management Skill ◽  
School Students ◽  
Peace Of Mind ◽  
Effective Strategies ◽  
Conflicting Demands ◽  
Related Stress

Time Management is a set of principles, practices, skill, tool and systems that work together to help us to get more value out of our his/her time with the aim of improving the quality of our life. The most appropriate word which suites Time Management is self-management which helps us to keep stress to a maximum. Time is the scarcest resource and unless its management decides the success or the failure of an activity. Effective Time Management necessitates a sense of balance. Either extreme along the Time Management skill continuum can be problematic. On one hand, perfect Time Management skill do not make one a perfect student or employee. It is possible to excess time, such that one is so wrapped up in the minutiae that meaningful tasks are not accomplished. On the other hand, poor Time Management skill do not make one a stooge. Some brilliant peoples habitually are ‘a day late and a dollar short’. The main reason for managing time is just provide structure to one’s life and in turn, peace of mind. Managing time is just something one does for one’s own psyche, to make one’s days easier. It is important for a student to have effective strategies to manage his time to balance the conflicting demands of time for the study. Time Management skills are valuable for doing revision for examinations. Sometimes it may seem that there is not enough time to do everything that we need to. This can lead to a buildup of stress. When revising for examinations or during our final year when we have to combine the pressures of intensive study with finding time to apply for our task good management of our time can be particularly important. Once we have identification ways in which we can improve the management of our time, we can begin to adjust our routines and patterns of behaviour to reduce any time-related stress in our lives. Keeping this in view the paper has been prepared on some of the significance of Time Management and Academic Achievement of School Students.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krishnan Andi
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals Ethnocentrism and Global Identity as Predictors of Attitude towards Herdsmen-farmers Conflict in South-East Nigeria

2019 ◽  
pp. 1-8
Author(s):  
Chidozie Edwin Nwafor ◽  
Leonard Nnaemeka Ezeh ◽  
Paschal Chukwuma Ugwu ◽  
Chukwuemeka Nelson Etodike
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Pearson Correlation ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Global Identity ◽  
Anambra State ◽  
Enugu State ◽  
Correlation Design

The study examined if ethnocentrism and global identity were predictors of attitude (Positive or Negative) towards herdsmen among secondary school students of Nimbo community, Uzo-Uwani Local government Area Enugu state and Awka metropolis, Anambra state Nigeria. Two hundred and thirty-two (232) participants (male 111, 47.8%) and (female 121, 52.2%) were randomly selected from four secondary schools. Their ages ranged from 14-18 (M= 15.99, SD=1.10). Three instruments were used for data collection (Ethnocentrism Scale by Neulip & McCroskey, 2013; Global Identity Scale by Turken & Rudmin 2013 and Attitude towards Herdsmen Scale, 2018 developed in the course of this study. The study was a cross-sectional survey and Pearson correlation design was adopted while and regression statistics were used for analysis. The results showed that ethnocentrism and locality were positively and negatively related to attitude towards herdsmen respectively while global identity did not predict attitude towards herdsmen. Based on the findings, the study implicated attitudinal bias and ethnic sentiments which may be localized as a result of experiences and interactions of the group. It is therefore recommended that desensitization programs along ethnic and religious line be encouraged in areas with herdsmen attack experiences and vulnerable areas under perpetual fear of attack in order to reduce ethnic bigotry and hatred capable of inflaming reprisal attack from the community in order to promote peace and cohabitation.  

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krishnan Andi
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

Teaching high school students to manage time: The development of an intervention

2016 ◽  
Vol 20 (2) ◽  
pp. 101-112 ◽  
Author(s):  
Jeremy Burrus ◽  
Teresa Jackson ◽  
Steven Holtzman ◽  
Richard D. Roberts
Keyword(s):  
High School ◽  
High School Students ◽  
Time Management ◽  
Control Group ◽  
Management Skills ◽  
School Students ◽  
Management Intervention ◽  
Quasi Experimental ◽  
Private High School ◽  
Management Behaviors

This article reports the results of a quasi-experimental study conducted to examine the efficacy of a new time management intervention designed for high school students. Participants were 149 students from a highly selective private high school in the northeastern United States who were in the ninth grade. Half of the students participated in a 5-week intervention, which involved an assessment of time management, feedback, and action plans, and 5 weekly homework assignments. After the intervention, academic advisors who were blind to condition rated student time management behaviors. Ratings were higher for the treatment group than for the control group. This difference reached significance for students who began the intervention low in time management skills. Implications and suggestions for improving the intervention are discussed.

scholarly journals THE CORRELATION BETWEEN TIME MANAGEMENT AND STUDENT LEARNING OUTCOMES IN PHYSICAL EDUCATION

2019 ◽  
pp. 289
Author(s):  
Jusuf Blegur ◽  
M. Rambu P. Wasak ◽  
Mieke Souisa
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Learning Outcomes ◽  
Time Management ◽  
Management Skills ◽  
School Students ◽  
First Semester ◽  
School Year ◽  
Physical Education Students ◽  
Relationship Of

This research was conducted with an aim to examine the relationship of time management with the physical education learning outcomes in high-school students of both genders, aged 17.60±0.89 (Mean±SD). The data of Time management from respondents were taken using the Time Management Questionnaire (Alay & Kocak, 2002). Data on learning outcomes were taken from the learning value of Physical Education students in the first semester of the school year 2018/2019. The results of the descriptive test indicates that the time management of students was classified as fair (62.71%) and their learning outcomes were also good (83.05%), while the results of the Pearson test showed a significant relationship between time management with physical education learning outcomes (0.314) Thus, educators can train students to develop time management skills by arranging plans before doing, determining and setting work priorities, being responsible for work time and priorities, and avoiding unfavorable activities.

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