Academic Performance in Creative Students

1997 ◽  
Vol 80 (3) ◽  
pp. 1011-1017 ◽  
Author(s):  
María Del Pilar González Fontao
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
Performance Testing ◽  
Autonomous Community ◽  
Education Students ◽  
Total Performance

We analyzed the importance of creativity in academic performance testing a sample of 1125 compulsory secondary education students (Autonomous Community of Galicia). Scores on creativity were not associated with students' academic performance in different subject matters or total performance.

scholarly journals Relation between Physical Activity and Academic Performance in 3rd-Year Secondary Education Students

2011 ◽  
Vol 113 (2) ◽  
pp. 539-546 ◽  
Author(s):  
José Morales ◽  
Manuel Gomis ◽  
Maite Pellicer-Chenoll ◽  
Xavier García-Massó ◽  
Ana Gómez ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Secondary Education ◽  
Education Students

scholarly journals Analysis of Reading Habits in Secondary Education in Extremadura

2021 ◽  
Vol 23 ◽  
pp. 1-20
Author(s):  
José Soto-Vázquez ◽  
Francisco Javier Jaraíz-Cabanillas ◽  
José Antonio Gutiérrez-Gallego ◽  
Ramón Pérez-Parejo
Keyword(s):  
Secondary Education ◽  
Geographic Location ◽  
Leisure Activity ◽  
Men Students ◽  
Autonomous Community ◽  
Education Students ◽  
Reading Habits ◽  
Literary Genres ◽  
Bilingual Programs ◽  
Specific Reading

This study aims to discern the reading habits of secondary education students of the autonomous community of Extremadura (Spain). A survey was conducted with 4,392 students throughout the region. Their reading habits were analyzed in relation to time spent reading, book purchases, preferred literary genres, and other variables that may influence reading habits. By determining the geographic location of respondents, it became possible to map the variables. Key conclusions include clear differences between geographical areas, together with the following findings: women read somewhat more than men; students enrolled in bilingual programs read more; following specific reading plans has no impact on achieving better reading outcomes; despite the increase in digital reading, paper books are still read more; and reading is not perceived as a leisure activity.

scholarly journals School motivation, goal orientation and academic performance in secondary education students

2019 ◽  
Vol Volume 12 ◽  
pp. 877-887 ◽  
Author(s):  
Pablo Usán Supervía ◽  
Carlos Salavera Bordás ◽  
Pilar Teruel
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
Goal Orientation ◽  
Education Students

scholarly journals The relationship between physical fitness and academic performance in Spanish secondary education students: A longitudinal study

2016 ◽  
Vol 11 (31) ◽  
pp. 7-16 ◽  
Author(s):  
José María Cancela Carral ◽  
◽  
Carlos Ayán Pérez ◽  
María Jesús Sanguos Espiño
Keyword(s):  
Academic Performance ◽  
Longitudinal Study ◽  
Secondary Education ◽  
Physical Fitness ◽  
Education Students ◽  
The Relationship

scholarly journals ¿EXISTEN DIFERENCIAS EN LAS EMOCIONES EXPERIMENTADAS POR LOS ALUMNOS DE EDUCACIÓN SECUNDARIA SEGÚN EL CURSO?

2017 ◽  
Vol 2 (1) ◽  
pp. 85
Author(s):  
María Antonia Dávila Acedo ◽  
Ana Belén Borrachero Cortés ◽  
Diego Airado Rodríguez
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Average Frequency ◽  
The Other ◽  
Education Students ◽  
Other Hand ◽  
Chemistry Learning ◽  
Academic Year

Abstract.ARE THERE DIFFERENCES IN THE EMOTIONS EXPERIENCED BY STUDENTS OF SECONDARY EDUCATION ACCORDING TO THE COURSE?The present research arises for the need to know and detect the emotions that Compulsory Secondary Education students experienced towards the learning of Physics and Chemistry, because there is a decrease in the number of students at the different itineraries related to the science. This research analyzed and compared the evolution of emotions experienced by the ESO students to learning Physics and Chemistry according to the grade, and if there is a relationship between the emotions and the academic performance. The sample consisted of 431 students of Compulsory Secondary Education (ESO) from different schools in Badajoz during the 2014/2015 academic year. A descriptive methodology by survey was used for performing this research. The participants completed a questionnaire anonymously about emotions experienced during the learning in the field of Physics and Chemistry and the frequency, as well as the marks they get. The results showed that the students of Compulsory Secondary Education (ESO) experienced a decrease in the average frequency of positive emotions from 2nd to 4th ESO level. On the other hand, negative emotions increased from 2nd to 4th ESO level. In addition, an increases in average frequency of positive emotions as the academic performance increases.Key Words: Emotions, Contents, Physics and Chemistry; Learning; Secondary.Resumen.La presenta investigación surge por la necesidad de conocer y detectar las emociones que experimentan los alumnos de Educación Secundaria hacia el aprendizaje de Física y Química, pues se está produciendo una disminución en el número de alumnos en los distintos itinerarios relacionados con las Ciencias. En esta investigación se analiza y compara la evolución de las emociones que experimentan los alumnos de Educación Secundaria Obligatoria hacia el aprendizaje de Física y Química en función del curso, y si existe una relación entre las emociones y el rendimiento académico. La muestra estaba constituida por 431 alumnos de Educación Secundaria Obligatoria (ESO), distribuidos en tres cursos: 2º, 3º y 4º de ESO; de distintos centros de Badajoz durante el curso escolar 2014/2015. Para realizar esta investigación, se elaboró un cuestionario donde el alumno señalaba con qué frecuencia experimentaba emociones tanto positivas como negativas hacia el aprendizaje de Física y Química. Los resultados muestran que existe un descenso en la frecuencia media de emociones positivas al pasar del 2º al 4º curso de ESO. En cambio, se produce un aumento en la frecuencia media de las emociones negativas al pasar de 2º a 4º de ESO.Palabras Claves: Emociones, Física y Química, Alumnos, Educación Secundaria, Curso, Rendimiento académico.

scholarly journals Student and Teacher Perceptions of Teaching Personal and Social Responsibility Implementation, Academic Performance and Gender Differences in Secondary Education

2020 ◽  
Vol 12 (11) ◽  
pp. 4590 ◽  
Author(s):  
David Manzano-Sánchez ◽  
Alberto Gómez-Mármol ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
Social Responsibility ◽  
Teacher Perceptions ◽  
Student Perceptions ◽  
Education Students ◽  
Student And Teacher Perceptions ◽  
Personal And Social Responsibility ◽  
And Gender ◽  
Responsibility Model

The aim of this study was to determine how secondary education students and teachers perceive the implementation of the Teaching Personal and Social Responsibility model (TPSR), the relationship between TPSR and marks in physical education (PE), and potential differences with regard to gender. For this purpose, TPSR was implemented for seven months and on completion 121 students (48 girls) aged between 12 and 16 from the first and third grade of secondary education were asked to complete the TPSR perception questionnaire (ECVA-12) to determine their satisfaction with this methodology and the values the model promoted in pupils. Moreover, the participant teachers were also interviewed. Results showed positive student perceptions of the implemented methodology and its promotion of values, and significant differences in academic performance in PE in favor of males. Teachers valued this methodology very positively and considered that it would be useful with any kind of student. This paper suggests the importance of TPSR implementation for all teachers, regardless of their specialism, and considers that there may be potential in engaging other collectives such as families.

EFFECT OF FIXED FACILITATOR MODEL ON NCE TECHNOLOGY EDUCATION STUDENTS’ ATTITUDE AND ACADEMIC PERFORMANCE IN NIGER STATE

2020 ◽  
Vol 6 (2) ◽  
pp. 155-158
Author(s):  
CHARLES SAIDU TUKURA ◽  
Ibrahim Ismail Kuta
Keyword(s):  
Academic Performance ◽  
Technology Education ◽  
Total Population ◽  
College Of Education ◽  
Education Student ◽  
Colleges Of Education ◽  
Attitude Questionnaire ◽  
Education Students ◽  
Lecture Method ◽  
Student’S Performance

This study title Effect of fixed facilitator model on NCE Technology Education Students’Attitude and Academic Performance in Niger State, Nigeria. The study used quasiexperimental design. The total population was 942, while the sample size was 216educational technology from two colleges of Education in Niger State. The test instrumentdeveloped by the researcher for the study was the Student‘s Performance AssessmentInstrument (SPAI) and Technology Education Student Attitude Questionnaire (TESAQ)which contained 50 questions. The statistic used were t-test independent sample cumulativemean and the finding of the study standard deviation. The findings of the study revealed thatNCE students performed better when taught with fixed facilitator model compared to theircounter parts taught with lecture method. Based on the results obtained the researcherrecommended that: the instructors of Technology Education should endeavor to use fixedfacilitator model in teaching Technology Education in college of education.

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