Relation of Parental Education and Life Status to Academic Achievement by Xhosa Children

1992 ◽  
Vol 71 (3) ◽  
pp. 947-956 ◽  
Author(s):  
Varghese Iepen Cherian
Keyword(s):  
Academic Achievement ◽  
Parental Education ◽  
Formal Education ◽  
Department Of Education ◽  
Criterion Measure ◽  
External Examination ◽  
Measure Analysis ◽  
Subject Areas ◽  
The Government ◽  
The Relationship

This study investigated the relationship between parental education and academic achievement of 1021 Xhosa pupils (369 boys and 652 girls) whose ages ranged from 13 to 17 years ( M age, 15.6 yr.). The sample included 712 children for whom both parents were alive and 308 children for whom either or both parents were deceased. Children were chosen at random from the Standard 7/Year 9 population of Transkei, South Africa. A simple questionnaire was administered students to identify whether one or both parents were dead or both parents were living. A second questionnaire was administered parents or parent surrogates to obtain their formal education. The marks obtained by the pupils in the Standard 7 external examination conducted by the Department of Education of the Government of Transkei in seven subject areas were aggregated as the criterion measure. Analysis of variance showed significant effects of parental education on academic achievement of children regardless of whether the children's parents were deceased or alive.

scholarly journals Relationship Between Achievement Goals, Meta-Cognition And Academic Success In Pakistan

2009 ◽  
Vol 6 (5) ◽  
Author(s):  
Muhammad Sarwar ◽  
Muhammad Imran Yousuf ◽  
Shafqat Hussain ◽  
Shumaila Noreen
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Achievement Goals ◽  
Department Of Education ◽  
Performance Goals ◽  
Mastery Goals ◽  
And Performance ◽  
Education Academic ◽  
The University ◽  
The Relationship

The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the University of Sargodha. The questionnaire used in the original study, along with Urdu translation, was administered to the participants. The questionnaire consisted of three sections measuring mastery goals, performance goals, and meta-cognition, respectively. The academic achievement record was taken from the Office of Department of Education. Academic achievement was taken as marked and obtained at the Matric, Intermediate, Bachelors, and M.A. levels. It was concluded there is no significant correlation between mastery goals and academic achievement. Similarly, there was no significant correlation between performance goals and academic achievement at Matric, Intermediate and Bachelor levels. However, negative correlation was observed between performance goals and achievement at the masters level. The researchers found no significant relationship between meta-cognition and academic achievement at all levels and there were no significant gender differences in mastery goals, performance goals and meta-cognition.

scholarly journals PENYELENGGARAAN MADRASAH DI DAERAH MINORITAS MUSLIM

2015 ◽  
Vol 13 (2) ◽  
Author(s):  
Umul Hidayati
Keyword(s):  
Qualitative Method ◽  
Formal Education ◽  
Equal Treatment ◽  
Regional Government ◽  
The People ◽  
West Papua ◽  
The Government ◽  
Papua Barat ◽  
The Relationship ◽  
Migrant People

AbstractThe study aims to know the existence of operation of madrasah in regions with few moslems in Manokwari Regency, West Papua Province. Using qualitative method, the study result shows that the operation of madrasah in the study location is initiated by migrant people from outside Papua. All madrasahs there are operated in Transmigration settlements and in Hidayatullah pesantren. If we see eight components of education, the madrasahs generally have not met the SNP. From the government policy, the madrasahs have not gained equal treatment from the regional government and the regional parliament due to political, socio cultural, religious and ethnicity factors while the policy of the ministry of religion still refers to the government’s policy through the Central Government’s Performance Plans not realized in accordance with the region’s need. The relationship between the madrasahs and the migrant people is good as the people need comprehensive Islamic educational service and formal education is yet available in their settlements. However, the relationship with indigenous people is hampered by regulations imposed on migrants that sometimes bring loss. AbstrakPenelitian ini bertujuan untuk mengetahui eksistensi penyelenggaraan madrasah di daerah minoritas muslim di Kabupaten Manokwari, Propinsi Papua Barat. Dengan menggunakan metode kualitatif, hasil penelitian menunjukkan bahwa penyelenggaraan madrasah di lokasi penelitian dilatarbelakangi kedatangan masyarakat migran dari luar Papua. Seluruh madrasah di sana berdiri di lokasi Pemukiman Transmigrasi dan di lingkungan pondok pesantren Hidayatullah. Dilihat dari kondisi delapan komponen pendidikan, umumnya madrasah tersebut belum memenuhi SNP. Dilihat dari kebijakan pemerintah, madrasah belum memperoleh kebijakan yang berkeadilan dari Pemda maupun DPRD, yang disebabkan oleh faktor politik, sosial budaya, agama dan etnis. Sedangkan kebijakan Kemenag sendiri masih mengacu pada kebijakan pusat melalui Rencana Kinerja Pusat (RKP) yang terkadang realisasinya tidak sesuai dengan kebutuhan daerah. Hubungaan madrasah dengan masyarakat migran cukup baik, karena pendirian madrasah memang dikehendaki oleh masyarakat tersebut, karena masyarakat sangat membutuhkan layanan pendidikan agama Islam yang utuh dan layanan pendidikan formal yang memang belum tersedia di sekitar pemukiman mereka. Namun hubungan dengan masyarakat penduduk asli, terkendala dengan aturan-aturan yang berlaku yang juga diterapkan pada penduduk pendatang yang terkadang merugikan.

scholarly journals Parental involvement for better education: The relationship between parental awareness, emotional support, and children’s academic achievement at secondary level

2019 ◽  
Vol 32 (4) ◽  
pp. 334
Author(s):  
Junaid Aman ◽  
Muhammad Babar Akram ◽  
Siti Mas'udah ◽  
Muhammad Saud ◽  
Yasir Nawaz Manj
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Emotional Support ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Awareness Campaigns ◽  
Parental Awareness ◽  
The Government ◽  
The Relationship

Students’ academic achievement greatly influenced by their parents’ socioeconomic status and involvement in their academic life. Regardless of the parents’ educational qualifications, their support helps the children gain confidence in education and then in life. This study intends to see the relationship between two independent variables: parental awareness and emotional support to children and one dependent variable: academic achievement. The study area is Jafarabad, a district in Balochistan, Pakistan. The sample size was 250, designated using the Taro Yamani formula, and a simple random sampling technique was used to choose the respondents. The questionnaire was then used to collect information. The collected data was then coded and analyzed in SPSS. Pearson correlation test was used to test the hypotheses. Significant findings show that the lack of parental awareness and interest in student’s school activities is the primary cause of their poor academic achievement at secondary school. Accordingly, the study concludes that it is the primary responsibility of parents to support their children and cooperate with school administration emotionally. Therefore, the government, specifically the district education office, and local NGOs need to run awareness campaigns on the importance of parental involvement in the children’s education, which will result in the children’s excellent academic achievement.

scholarly journals CONSTRUCTION OF MIDDLE SCHOOL STUDENTS (SMA) AGAINST POLITICAL EDUCATION (Phenomenology Study of State High School 3 Malang Students)

2019 ◽  
Vol 2 (2) ◽  
pp. 225
Author(s):  
Basuki Agus
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Parental Education ◽  
Phenomenological Approach ◽  
Political Education ◽  
School Students ◽  
Interesting Phenomenon ◽  
The Government ◽  
The Relationship

AbstractAn interesting phenomenon appears related to the relationship between high school students, schools, parents, and the government. The relationship between students and school raises the tendency for more students to spend more time at school. Besides, the majority of parents intensively encourage their children to engage in physical and organizational activities, even to conduct 'politics' in the school environment. Another phenomenon shows that the government has made several efforts, including in political affairs, to prepare students to become citizens as a whole. This paper uses a phenomenological approach to describe and understand the construction of high school students towards political education. In addition, in theory, this research was conducted to find propositions related to the development of political education. This study uses a qualitative model by taking the locus in the Intra-School Student Organization (OSIS) and Class Representative Chair (PK) of SMAN 3 Malang. As informants are teachers of Parental Education and parents. This research shows that the construction of high school students towards political education is in the form of political education concepts, implementation, objects, and their benefits. In the operational stage of Piaget's intelligence, the construction pattern is as follows: external environmental pressure, reflective, incomplete, fumbling and assimilating. Furthermore, based on the theory of Berger and Luckmann, the construction of political education of students follows dialectics with moments of externalization, objectivation, internalization, socialization, and resocialization to form knowledge reserves.Keywords: Students, political education, SMAN 3 Malang

scholarly journals Cognitive Functioning and Academic Performance in Elementary School Children with Anxious/Depressed and Withdrawn Symptoms

2010 ◽  
Vol 4 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Shannon M. Lundy ◽  
Graciela E. Silva ◽  
Kristine L. Kaemingk ◽  
James L. Goodwin ◽  
Stuart F. Quan
Keyword(s):  
Academic Achievement ◽  
Cognitive Functioning ◽  
Child Behavior Checklist ◽  
Parental Education ◽  
Depressive Symptomatology ◽  
Neuropsychological Performance ◽  
Achievement Measures ◽  
And Performance ◽  
Visual Construction ◽  
The Relationship

Rationale: Few studies have evaluated the relationship between depressive symptomatology and neuropsychological performance in children without symptomatic depression. Objectives: This study determined the relationship between anxious/depressed and withdrawn symptoms and performance on cognitive and academic achievement measures. Methods: 335 Caucasian and Hispanic children aged 6 to 11 years who participated in the Tucson Children’s Assessment of Sleep Apnea (TuCASA) study were administered a comprehensive neuropsychological battery measuring cognitive functioning and academic achievement. Their parents completed the Child Behavior Checklist (CBCL). Correlations between performance on the cognitive and academic achievement measures and two Internalizing scales from the CBCL were calculated. Comparisons were made between a “Clinical” referral group (using a T-score of ≥ 60 from the CBCL scales) and a “Normal” group, as well as between Caucasians and Hispanics. Results: No differences were found between those participants with increased anxious/depressed or withdrawn symptoms on the CBCL and those without increased symptoms with respect to age, gender, ethnicity, or parental education level. However, significant negative correlations were found between these symptoms and general intellectual function, language, visual construction skills, attention, processing speed, executive functioning abilities, aspects of learning and memory, psychomotor speed and coordination, and basic academic skills. Conclusions: These findings support the hypothesis that depressive symptomatology negatively impacts performance on cognitive and academic achievement measures in school-aged children and these findings are not affected by ethnicity. The findings also reinforce the concept that the presence of anxious/depressed or withdrawn symptoms needs to be considered when evaluating poor neuropsychological performance in children.

scholarly journals Changes in the Relationship Between Formal Education and Formal Employment Sector in Nepal Between 1995 and 2014

2019 ◽  
Vol 9 (2) ◽  
pp. 49-73
Author(s):  
Thomas Bolli ◽  
Mahesh Nath Parajuli ◽  
Ursula Renold
Keyword(s):  
Secondary Education ◽  
Primary Education ◽  
Formal Education ◽  
Tertiary Education ◽  
Formal Sector ◽  
Individual Level ◽  
Employment Sector ◽  
The Government ◽  
The Relationship ◽  
Over Time

This paper uses seven individual-level surveys between 1995 and 2014 to analyse the hypothesis that formal education increases wage-employment and formal sector employment in Nepal. The results show that formal education has increased substantially. However, formal sector employment has remained relatively stable. Individuals with tertiary education are about twice as often employed in the formal sector than individuals without completed primary education. This relationship is less strong for secondary education (22%) and primary education (7%). The results further show that about half of the relationship arises from working in government-related sectors. The overall picture regarding the relationship between formal education and formal sector employment has remained similar over time. However, the strength of the relationship between completed primary and secondary education and formal sector employment has decreased over time. The relationship between tertiary education and formal sector employment has remained stable unless the government related sectors are excluded.

scholarly journals Explaining Rural-Urban Differences in The Academic Achievement of Secondary Students: An Empirical Study in Magura District of Bangladesh

2021 ◽  
Vol 36 (1) ◽  
pp. 195-216
Author(s):  
Suraiya Sultana Sumi ◽  
Nusrat Jahan ◽  
Sarker Tamzid Rahman ◽  
Aysha Seddeque ◽  
Md. Tanvir Hossain
Keyword(s):  
Academic Achievement ◽  
Secondary Students ◽  
Parental Education ◽  
Quality Education ◽  
Education For All ◽  
Success Stories ◽  
Rural And Urban ◽  
Socioeconomic Composition ◽  
The Government ◽  
Trained Teachers

All the successive governments of Bangladesh – both civil or military – invested a considerable amount of national fortune in ensuring quality education for all, irrespective of caste or creed. Subsequently, Bangladesh has experienced significant growth in schools, colleges and universities in enrolment and completion rate of education with greater gender parity. However, the success stories were overshadowed by the persistent discrepancies, especially for spatial locations and social classes. This study, therefore, aimed at comparing the academic achievement of rural and urban students, and finding out the factors drawing differences in educational performances of the educands. Data were collected from 566 students selected from eight educational institutions following multistage proportionate random sampling administering a self-administered questionnaire. Findings suggest that age, sex, grades and track of education followed by the size of the class and student-teacher ratio played decisive roles for the educational disparities between the urbanites and ruralites. However, the most crucial factors were parental education and income and the family’s overall financial capacity for supplementary education. Based on the results, it is strongly suggested that the government should involve all the stakeholders, including parents, students, and teachers, to formulate future education policies and address the socioeconomic composition of schools. Additionally, the administration also needs to provide adequate resources, including trained teachers and sufficient infrastructural and other academic facilities, to improve overall educational and learning environments to achieve all-inclusive quality education for all.

scholarly journals Academic Achievement of college students based on Co-curricular Activities

2020 ◽  
Vol 7 (1) ◽  
pp. 16-23
Author(s):  
Abdul Sami ◽  
Laraib ◽  
Asmara Irfan
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Communication Skills ◽  
Positive Relationship ◽  
Research Data ◽  
Self Confidence ◽  
Mental Abilities ◽  
High Academic Achievement ◽  
The Government ◽  
The Relationship

The purpose of this study is to find out the relationship between Co-curricular activities and Academic Achievement.  Co-curricular activities also helpful for the benefit of country. There are many benefits of co-curricular activities for students it includes, self-confidence, better communication skills, improves physical and mental abilities. Qunantative method of survey is used for this research Data is collected from almost 400 students of different colleges from both genders. With the help of analysis there are positive relationship between Co-curricular activities and Academic Achievement. From results of this research the government and education institutes have to play a very strong part. Government should provide proper resources, finance and a plate-form on which students can show their abilities. Educational institutes also focus on co-curricular activities rather than to get just high score and motivate them. Students will concentrate on co-curricular activities according to the quickest shift in technology to high academic achievement

Must We Suffer to Succeed?

2017 ◽  
Vol 38 (2) ◽  
pp. 113-124 ◽  
Author(s):  
Juliane Strack ◽  
Paulo Lopes ◽  
Francisco Esteves ◽  
Pablo Fernandez-Berrocal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Trait Anxiety ◽  
The Relationship

Abstract. Why do some people work best under pressure? In two studies, we examined whether and how people use anxiety to motivate themselves. As predicted, clarity of feelings moderated the relationship between trait anxiety and the tendency to use this emotion as a source of motivation (i.e., anxiety motivation). Furthermore, anxiety motivation mediated the relationship between trait anxiety and outcomes – including academic achievement (Study 1) as well as persistence and job satisfaction (Study 2). These findings suggest that individuals who are clear about their feelings are more likely to thrive on anxiety and eustress and possibly use these to achieve their goals and find satisfaction at work.

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