scholarly journals Listening skill among socially disadvantaged students in relation to academic performance at higher education in West Bengal

2020 ◽  
Vol 16 ◽  
pp. 99-107
Author(s):  
Chayan Adak ◽  
Bijoy Krishna Panda
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
West Bengal ◽  
Statistical Significance ◽  
Disadvantaged Students ◽  
Listening Skills ◽  
Socially Disadvantaged ◽  
Listening Skill ◽  
High Statistical Significance ◽  
Processing Information

Listening is the key to all effective communication. Good listening ability helps a person to make ideas, processing information, making pertinent comments, and ask relevant questions. This study aimed to understand existing listening skills among the socially disadvantaged students based on different demographic indicators and check whether listening skill and academic performance are somehow related when both the category of students are considered in higher education in West Bengal. Undergraduate freshman students of college and universities at West Bengal consisted of the population for the study where 225 students who regularly attended the course after successful completion of the higher secondary level selected as sample. Major findings revealed that the gender, stream, and medium of instruction has a significant contribution in a variation of listening skill (p<0.05); also, listening skill and academic performance is positively correlated with high statistical significance (p<0.01).

Interaction between Academic Freedom and Academic Performance of Business and Accountancy Students

2014 ◽  
Vol 8 (1) ◽  
Author(s):  
ALLEN C. MONTA ◽  
HOPE S. APEROCHO
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Academic Freedom ◽  
Significant Positive Correlation ◽  
Statistical Significance ◽  
Group Discussion ◽  
The Philippines ◽  
Private College ◽  
Correlational Design ◽  
Education Academic

Academic Freedom (AF) is one of the rights guaranteed in the human rights doctrine that greatly impacts higher education. This study aimed to determine the interaction between the perceived extents of AF practiced in a School of Business and Accountancy (SBA) of a private college in the Philippines and the academic performance of its SBA students in 2011–2012. Results revealed that as perceived by the students’ response to the AF questionnaire and verified by the students’ focused group discussion and faculty interview, AF in administration and instruction was prominently practiced by the SBA teachers. A highly significant positive correlation existed between the practice of AF in instruction and its practice in administration implying that students felt free to interact with their teachers inside and outside the classroom. However, results also showed a negative correlation between AF and academic performance. Although the data did not reach statistical significance, it suggested that the freedom of interacting with the teachers may adversely affect the students’ academic performance giving credence to the adage “familiarity breeds contempt”. Further studies are recommended to understand the deeper impact of AF on academic performance especially the consequences of the negative effect.Keywords: Education, academic freedom, academic performance, descriptive-correlational design, Philippines

scholarly journals Diverzitás és inklúzió a felsőoktatásban

Educatio ◽  
2021 ◽  
Vol 29 (3) ◽  
pp. 449-464
Author(s):  
Aranka Varga ◽  
Kitti Vitéz ◽  
István Orsós ◽  
Bálint Fodor ◽  
Gergely Horváth
Keyword(s):  
Higher Education ◽  
Academic Life ◽  
Disadvantaged Students ◽  
Questionnaire Study ◽  
International Studies ◽  
Diverse Group ◽  
Socially Disadvantaged ◽  
The University ◽  
Inclusion And Diversity

Összefoglaló. Tanulmányunk hazai és nemzetközi írásokra támaszkodva tisztázza az inklúzió és a diverzitás fogalomkörét. Vizsgáljuk, hogy miként vált a felsőoktatás jellemzőjévé a diverzitás, valamint az inkluzivitás fókuszba kerülése mögött meghúzódó további okokat és következményeket. Kérdőíves kutatásunk arra irányult, hogy a Pécsi Tudományegyetem diverz hallgatói köre (N: 809) mennyire részese az egyetemi közösségi és tudományos életnek, mutatnak-e különbséget a társadalmi hátránnyal küzdők a bevonódásban. Az eredmények rámutattak, hogy a nagy egyetemi programokon a társadalmi hátrányban levők alulreprezentáltak, azonban a szakkollégiumok és egyéb mikroközösségek nagyobb mértékben képesek a személyes megszólításra, az inkluzív közeg biztosítására. Summary. Our study clarifies the concepts of inclusion and diversity based on domestic and international studies. We examine how diversity has become a feature of higher education, and the additional causes and consequences behind the focus of inclusivity. Our questionnaire study explored the extent to which the diverse group of students of the University of Pecs (N: 809) is involved in the university social and academic life, and whether those with social disadvantages show a difference in involvement. The results revealed that socially disadvantaged students are underrepresented in large university programmes, however, student colleges and other micro-communities are more able to address these students in a personal way and to provide an inclusive environment.

scholarly journals Diversity and Inclusion in Higher Education

2021 ◽  
Vol 19 (1-2) ◽  
pp. 70-81
Author(s):  
Aranka Varga ◽  
Kitti Vitéz ◽  
István Orsós ◽  
Bálint Fodor ◽  
Gergely Horváth
Keyword(s):  
Higher Education ◽  
Academic Life ◽  
Disadvantaged Students ◽  
Questionnaire Study ◽  
International Studies ◽  
Diverse Group ◽  
Diversity And Inclusion ◽  
Socially Disadvantaged ◽  
The University ◽  
Inclusion And Diversity

Our study clarifies the concepts of inclusion and diversity based on domestic and international studies. We examine how diversity has become a feature of higher education, and the additional causes and consequences behind the focus of inclusivity. Our questionnaire study explored the extent to which the diverse group of students of the University of Pécs (N: 809) is involved in the university social and academic life, and whether those with social disadvantages show a difference in involvement. The results revealed that socially disadvantaged students are underrepresented in large university programmes, however, student colleges and other micro-communities are more able to address these students in a personal way and to provide an inclusive environment.

scholarly journals SPEECH SKILL BUILDING WHILE LISTENING TRAINING IN THE PROCESS OF TEACHING RFL

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
M.G DANIELIAN ◽  
Keyword(s):  
Higher Education ◽  
Foreign Students ◽  
Comprehensive Analysis ◽  
Listening Skills ◽  
Listening Skill ◽  
Current Monitoring ◽  
Skill Building ◽  
Listening And Speaking ◽  
Grammatical Structures ◽  
Speech Situation

The process of speech skill building while listening training at RFL lessons in a technical university is analyzed in the article. The relevance of the research is conditioned by an importance of listening as a possible listening simulation. This type of simulation, with recording different voices, code-switching, combining listening and speaking in the process of discussing audio material, helps to make it easier the process of foreign students adaptation in a new linguistic environment and provides them a chance to get higher education. The article considers forms of differentiated control how audio material is understood by the students. These forms are given in stages - from articulatory audible speech recognition (internal imitation), repeating grammatical structures, mastering new vocabulary to the level of interpretation. The issue of the control of listening training is highlighted both while current monitoring when the attention of a student is concentrated on the new vocabulary and terms especially and during the final control when it's necessary to produce speech activity in the process of speaking and then discussing audio material. Thus, a comprehensive analysis of the complex mastery of listening skill is provided and a degree of adequacy of speech reactions to a speech stimulus, compliance with the speech situation are indicators of the formed listening skills.

scholarly journals Has the Portuguese Compensatory Education Program Been Successful in Reducing Disadvantaged Schools’ Performance Gaps? A 15-Year Quantitative Analysis of National Exams

2019 ◽  
Vol 9 (4) ◽  
pp. 270
Author(s):  
Hélder Ferraz ◽  
Tiago Neves ◽  
Gil Nata
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Public Schools ◽  
Quantitative Analysis ◽  
Education Program ◽  
Compensatory Education ◽  
Disadvantaged Students ◽  
Socioeconomically Disadvantaged ◽  
Disadvantaged Schools

A central goal of the Portuguese compensatory education program—Territórios Educativos de Intervenção Prioritária (TEIP)—is the improvement of the academic performance of socioeconomically disadvantaged students. In this article, we seek to understand whether the schools involved in the program have been successful in reducing their academic performance gaps—as measured by grades in national exams—relative to non-TEIP schools. We also analyze the evolution in the proportion of national exams carried out in TEIP schools relative to non-TEIP schools, as these are a proxy for students’ desire to proceed into higher education. The analysis points to a general failure of the program in reducing the gap between TEIP and non-TEIP public schools regarding academic performance. In addition, the proportion of national exams undertaken in TEIP schools has been decreasing. These results question TEIP’s ability not only to enhance academic performance, but also to drive students into higher education.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

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