scholarly journals The Impact of A Counseling Program to Fight School Boredom among Middle School Pupils

2015 ◽  
Vol 9 (3) ◽  
pp. 571
Author(s):  
Amina Yacine ◽  
Latifa Zerouali ◽  
Halima Kadri
Keyword(s):  
Academic Achievement ◽  
Study Skills ◽  
Pearson Correlation ◽  
Study Habits ◽  
Analysis Of Covariance ◽  
Motivation To Learn ◽  
Counseling Program ◽  
Fourth Grade Students ◽  
The Impact ◽  
Experimental Group

This study aimed to test the effectiveness of group counseling program in confronting School aversion among fourth grade students. To achieve the aim of the study the researchers used an experimental approach, and they prepared three search tools to collect data. These tools were applied on a sample consisted of (40) individuals, twice: a pre- and a their attitudes toward school, their motivation to learn, and theirs study habits. To test hypotheses of the study means, standard deviations, Pearson correlation coefficient and an analysis of covariance (ANCOVA) were computed. The results showed that there were significant differences between members of the two groups in acquisition of habit and study skills, in favor of experimental group. It also showed positive correlation between experimental group academic achievement and their responses in scale of study habits, and by their attitudes towards school. While, there was no significant correlation between experimental group academic achievement and their motivation to learn. Finally, according to these results and discussion the researchers suggested a set of recommendations.

scholarly journals EFFECT OF STUDY SKILLS TRAINING ON ACADEMIC ACHIEVEMENT AND RETENTION OF SECONDARY SCHOOLS GEOGRAPHY STUDENTS IN JALINGO METROPOLIS

2015 ◽  
pp. 29-40
Author(s):  
Happy MICHAEL ◽  
Joshua JOSEPH ◽  
Peter IORNYAGH
Keyword(s):  
Academic Achievement ◽  
Study Skills ◽  
Skills Training ◽  
Significance Test ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study was undertaken to investigate the effect of study skills training on academic achievement and retention of geography students in Jalingo metropolis of Taraba State. A pre-test, post-test control group, quasi experimental design was adopted for this study. Geography students were purposively selected from two private schools in Jalingo metropolis of Taraba State. Three validated and standardized instrument were used for data collection. These instruments were pre-test geography achievement, post-test geography achievement and retention geography test. Four research questions were stated for the lesson and four hypotheses tested at 0.05 level of significance. Test- retest method of reliability estimate was determined by using Pearson product moment correlation coefficient. The reliability coefficient of 0.86 was obtained. Data were analyzed using mean, standard deviation, t-test and analysis of covariance. The result of the study revealed that the experimentalgroup thatwas given study skills training performed higher (mean=52.87, SD=12.5) than that of the control group (mean=41.0, SD=8.1). Also the retention score of the experimental group is higher (mean=49.60, SD=14.38) than the control group (mean= 36.20, SD=8.01). There was also a significant difference in the academic achievement and retention scores of experimental group and control group. Based on these findings, school teachers, curriculum planners are encouraged to include study skills training in the instructional processes in classrooms to enhance retention and achievement of students.

IMPACT OF FACEBOOK ADDICTION DISORDER (FAD) ON STUDY HABITS AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS

2021 ◽  
pp. 195-207
Author(s):  
Shivani Vashishtha ◽  
Sona Ahuja ◽  
Mani Sharma
Keyword(s):  
Academic Achievement ◽  
Social Networking Sites ◽  
Negative Impact ◽  
Age Groups ◽  
Negative Influence ◽  
Study Habits ◽  
Study Habit ◽  
Significant Negative Impact ◽  
Facebook Addiction ◽  
The Impact

With the present era being technology driven, social media has become an indispensable part of many people irrespective of their age. Among different age groups, the maximum users are adolescents and among different social networking sites (SNS), Facebook shares the major part of usage by them. Many adolescents are tending towards excessive usage of Facebook leading to its addiction. Does this addiction have negative influence on adolescents or it actually helps them to keep up with their counterparts and be socially connected to them for their betterment? This question is unanswered specifically when it concerns the impact that it has on the study habits and academic achievement of adolescents. The hypotheses were tested in order to explore the impact of six dimensions (mood modification, deficient self-regulations, salience, loss of control, withdrawal, and relapse) of Facebook Addiction Disorder (FAD) using Bergens' Facebook Addiction Scale (BFAS), developed by Andreassen (2012). The results are based on the survey conducted on 200 adolescents studying in different schools of India. The findings indicate that there is a significant negative impact of Facebook Addiction Disorder (FAD) on study habits and academic achievement of adolescents. The major implication derived is that the higher the addiction to Facebook the study habit become poor and academic achievement decreases resulting in lower grades.

scholarly journals The Impact of the reciprocal Teaching Strategy on the Development of Achievement in Islamic Education in Seventh Grade Students in Jordan

2019 ◽  
Vol 3 (17) ◽  
Author(s):  
Somaya Mohammed Al- Bardini
Keyword(s):  
Experimental Approach ◽  
Teaching Strategy ◽  
Islamic Education ◽  
Analysis Of Covariance ◽  
Reciprocal Teaching ◽  
Seventh Grade ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The purpose of this study was inquiring The Impact of the reciprocal Teaching Strategy on the Development of Achievement in Islamic Education in Seventh Grade Students in Jordan. To achieve goals of this study, a test has been developed to observe the Development of Achievement. The researcher adopted a quasi- experimental approach in which the experimental group consisting of (30) students was taught in accordance with reciprocal Teaching Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (Test- t) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the reciprocal Teaching Strategy, in developing the Acquiring Concepts in Islamic , of Learning Islamic Education Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the posttest of the reciprocal Teaching Strategy (in developing the Academic achievement The study recommended introducing the reciprocal Teaching Strategy in the teaching of Islamic Education Course, and conducting other similar studies in different educational stages.

scholarly journals The Effect of IELTS Listening Strategy Use on the Reduction of IELTS Listening Test Anxiety and on IELTS Listening Performance

2017 ◽  
Vol 7 (11) ◽  
pp. 1025 ◽  
Author(s):  
Ali Reza Nemat Tabrizi ◽  
Mahnaz Ranjbar
Keyword(s):  
Test Anxiety ◽  
Pearson Correlation ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Control Group ◽  
Listening Test ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The study investigates the impact of IELTS listening strategy use on the reduction of listening test anxiety and on the listening performance of the IELTS test takers in light of the data of 80 participants on the pretest and post-test IELTS listening along with the participants' score on pre-anxiety and post anxiety scale. So, drawing on the instruments including a proficiency test, pre/post-test, anxiety questionnaire, materials for strategy instruction, the participants were randomly divided into two groups: Control Group and Experimental Group, each including 40 participants. As per the procedure, after tackling their pre-listening performance and pre-anxiety score, one group was treated with IELTS-Listening related strategies and the other group was not treated, but both were administered listening test. The results of the study indicated that those treated with IELTS strategy outperformed ( t (78) = 4.57, p = .000, r = .460 ) those receiving no listening-related strategy. Furthermore, the results of a t-test run on the post-test of the groups anxiety arrived at a statistically significant difference (t (78) = 5.77, p = .000, r = .547), representing that the control group outperformed the experimental group. Also, Pearson Correlation done for finding out a potential relationship between anxiety and listening performance indicated a negative and weak to moderate relationship ((r (78) = -.26, p = .020). The pedagogical implications of the study are in detailed argued.

scholarly journals THE CONCEPTUAL FOUR-SECTOR MODEL OF DEVELOPMENT OF THE COGNITIVE PROCESS DIMENSIONS IN ABSTRACT VISUAL THINKING

2018 ◽  
Vol 76 (2) ◽  
pp. 121-139
Author(s):  
Kateřina Berková ◽  
Kristýna Krejčová ◽  
Alena Králová ◽  
Pavel Krpálek ◽  
Katarína Krpálková Krelová ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Cognitive Process ◽  
Close Relation ◽  
Economic Education ◽  
Point Of View ◽  
Motivation To Learn ◽  
Visual Thinking ◽  
Sector Model ◽  
Intellectual Level ◽  
The Impact

The research deals with the development of cognitive process dimensions in economic education. The aim is to research factors that influence academic achievement of students according to their intellectual level and grades. The researchers used quantitative design of research based on standardized assessment of intelligence and non-standardized questionnaire. The questionnaire was used to analyse the pedagogical competences of the teachers of economic subjects from the students' point of view in close relation to the teaching management and the impact on the motivation to learn and the achievement of students in these subjects. The respondents were 277 Czech students aged 16-17 who were divided into groups according to their intellectual level and grades. The data were analysed by a correlation analysis and a multiple regression model. In conclusion, the following can be stated: (a) From the point of view of the above average intelligent students, expertise can be considered as an important competency of the teacher; teaching average intelligent students, communication and presentation skills seem to be important. (b) It is desirable to develop cognitive processes, critical thinking actively, to lead students to become aware of changes in their own thinking and to orient them towards mastery goals. (c) Particularly for students with weaker results it is necessary to create intrinsic motivation, which develops cognition and thus is able to develop higher cognitive dimensions further. The links between these areas are of utmost importance for education and, above all, for developing of students' scholarship. Each student can be educated, and it is necessary to influence them to develop their personality and all of their potential abilities. The conceptual four-sector model represents the initial pathway to lead students who are differentiated according to the intellectual level and academic achievement to the active development of thinking, learning and critical insight. Keywords: cognitive process dimensions, abstract visual thinking, intellectual level, motivation to learn, academic achievement.

The impact of using divergent thinking strategies on reading comprehension

2021 ◽  
Vol 23 (10) ◽  
pp. 78-99
Author(s):  
A. Al Masri ◽  
T. Krishan ◽  
F. Al Talahin ◽  
S. Almassarweh
Keyword(s):  
Reading Comprehension ◽  
Divergent Thinking ◽  
Analysis Of Covariance ◽  
Motivation For Learning ◽  
Comprehension Skills ◽  
Thinking Strategies ◽  
The Impact ◽  
Reading Comprehension Skills ◽  
The Brain ◽  
Experimental Group

Introduction. Divergent thinking strategies are based on brain activity represented by a series of successive and branching questions related to a particular reading text. These strategies stimulate the minds of sixth graders to think of new stimuli such as finding a solution to a specific problem, or making a specific judgment, or predicting future events, which produces new and innovative solutions and achieves a deeper understanding of the target reading text.The present research aims to investigate the impact of divergent thinking strategies in developing reading comprehension skills among sixth-grade students in the English language.Methodology and research methods. The authors used the quasi-experimental approach. A pre-post design was used to identify the effect of employing divergent thinking strategies in developing reading comprehension skills. The study sample consisted of 136 students, who were selected purposefully and distributed into two groups: experimental and control groups. Students in experimental group were taught using divergent thinking strategies. Students in control group were taught in the usual way.Results and scientific novelty. The analysis of covariance (ANCOVA) found statistically significant differences between the two groups in favour of the experimental group in achievement. In addition, significant differences were found in the Motivation for Learning English between the two groups. It was found that divergent thinking strategies stimulate students’ thinking through various questions and allow them to look at their familiar knowledge with a new vision, to produce and generate new ideas with creative features.Practical significance. The current study is useful in determining the appropriate reading comprehension skills for students, and targeting them in developing these skills. This research also draws the attention of teachers to the importance of including strategies compatible with the brain, including divergent thinking strategies, when planning reading lessons. As for the educational supervisors, it puts in their hand’s strategies based on the theory of learning in the brain, including the divergent thinking strategies and how to employ them in reading lessons in order to develop reading comprehension. Moreover, these research materials can be employed by mentors in directing teachers to depart from the framework of traditional methods through the use of divergent thinking strategies in their classroom teaching practices.

scholarly journals Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement

2017 ◽  
Vol 4 (1) ◽  
pp. 48 ◽  
Author(s):  
Khurram Shahzad ◽  
Sajida Naureen
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Human Performance ◽  
Positive Impact ◽  
Pearson Correlation ◽  
School Students ◽  
Teacher Self Efficacy ◽  
The Impact

<p>The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students’ academic achievement. For this purpose, sixty (60) secondary school teachers and a hundred (100) secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students’ academic achievement a test was developed. Data were analyzed through Pearson Correlation and Multiple Regressions. The findings of the study revealed that teacher self-efficacy has a positive impact on the students’ academic achievement. The results of the study and their pedagogical implications have been discussed, and recommendations have been provided for further researches.</p>

scholarly journals The Impact of Dialogic Learning on Students’ Attention and Academic Achievement

2018 ◽  
Vol 1 (1) ◽  
pp. 47-55
Author(s):  
Ali Nouri ◽  
Fataneh Esmaeilli ◽  
Saman Seifpour ◽  
Mahmoud Talkhabi ◽  
Anahita Khorami
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Control Groups ◽  
Dialogic Learning ◽  
Achievement Data ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study is a mixed method design which employed both quantitative and qualitative methods in order to investigate the impact of dialogic learning on students’ attention and academic achievement. Data were collected using several instruments, including: the Attention Network Test; academic performance tests and semi-structured interviews. Results of Analysis of Covariance (ANCOVA) indicated that there is a statistically significant difference between the mean scores of students of the experimental and control groups on the executive control in favor of the experimental group after controlling the IQ score and pre-test scores. Further, there is a statistically significant difference between the mean scores of student of the experimental and control groups on the academic achievement tests (except of mathematics) in favor of the experimental group. The qualitative data also supported the quantitative findings. Therefore, dialogic teaching has significantly greater and more positive changes on some aspects of attention and academic performance.

scholarly journals The Effectiveness of CBTAC Protocol on Burdens of Alzheimer’s Disease on Caregivers and their Sense of Coherence

2020 ◽  
Vol 7 (2) ◽  
pp. 79-87
Author(s):  
Reza Shabahang ◽  
Seyed Javad Emadi ◽  
Farzin Bagheri Sheykhangafshe ◽  
Abbas Ali Hossien Khanzadeh ◽  
Seyedeh Maryam Mousavi
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Sense Of Coherence ◽  
Behavioral Treatment ◽  
Analysis Of Covariance ◽  
Effective Intervention ◽  
Control Group ◽  
Cognitive Behavioral Treatment ◽  
The Impact ◽  
Experimental Group

Background: Alzheimer’s disease is predicted to increase dramatically in the near future. Alzheimer’s caregiving brings about severe problems for caregivers. Considering the corrosive consequences of Alzheimer’s disease on Alzheimer’s caregivers, finding an effective intervention is necessary. Thus, the present research conducted by the aim of investigating the effectiveness of cognitive-behavioral treatment for Alzheimer’s disease patients and their caregiver’s protocol on burdens of Alzheimer’s disease on caregivers and their sense of coherence (SOC). Methods: This study was a quasi-experimental research with a pretest-posttest control group design. The target population included all mild Alzheimer’s disease patients and their caregivers referred to the neurology ward of the hospitals in Rasht during summer 2018. According to the medical records and results of screening, 40 mild Alzheimer’s disease, patients and their caregivers recruited by convenience sampling method. After sampling, research participants randomly assigned into two experimental (n= 20) and waitlist control (n=20) groups. The Impact of Alzheimer’s Disease on Caregiver Questionnaire and SOC scale were used to measure the burdens of Alzheimer’s disease on caregivers and caregivers’ SOC. The CBTAC provided for the experimental group participants in 25 sessions of 90-minutes. In the end, the data analyze has done by multivariate analysis of covariance (MANCOVA) and using SPSS24 software. Results: The findings indicated that the CBTAC had a significant effect on the burdens and SOC of Alzheimer’s caregivers in the experimental group (P<0.01). In other words, the CBTAC decreases burdens and increase the SOC of Alzheimer’s caregivers significantly (P<0.01). Conclusion: Based on the research results, the CBTAC is an effective intervention in decreasing caregiving burden and the increasing SOC of Alzheimer’s caregivers. Therefore, CBTAC is a multicomponent intervention that can be used to improve the competency and mental health of Alzheimer’s caregivers.

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