scholarly journals Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students

2017 ◽  
Vol 7 (4) ◽  
pp. 185-205
Author(s):  
Helena Smrtnik Vitulič ◽  
Irena Lesar
Keyword(s):  
Academic Achievement ◽  
Primary Education ◽  
Cognitive Abilities ◽  
First Year ◽  
Early Age ◽  
Education Students ◽  
Postgraduate Studies ◽  
Expression Of Emotions ◽  
Developmental Characteristics ◽  
Further Development

In a longitudinal study, we determine the beliefs of primary education students regarding the factors of academic achievement, good teachers, and the developmental characteristics of children, and we present which experiences mostly shape these beliefs. The same group of students (N = 59) completed the same questionnaire at the beginning of their first year and then at the end of their postgraduate studies. At both measurements, the students stated that the pupils themselves are the most responsible for their academic achievement (approximately 33%). At the beginning of the study, the students mostly showed idealised beliefs regarding what makes a good teacher, such as he/she is self-controlled and calm in all situations; he/she likes all children equally, etc. At the end, the results showed a reshaping of most idealised beliefs about what makes good teachers towards more realistic ones. Regarding the developmental characteristics of children, at the beginning and at the end of their studies the students had similar beliefs that heredity and environment contribute to an individual’s development. At the end of their studies, the students are significantly less convinced that experience from an early age decisively influences their further development, that there are no major differences in cognitive abilities of pupils of the same class, thata child who knows a lot of information is clever, and that school is not a place for the expression of emotions. According to the students, direct experiences in the classroom have the most significant influence on the beliefs among all the factors that we have examined in the study. 

Predicting Academic Success for Business and Computing Students

2018 ◽  
pp. 1098-1109
Author(s):  
Kawtar Tani ◽  
Andrew Gilbey
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
New Zealand ◽  
Success Rate ◽  
Tertiary Education ◽  
Educational Institutions ◽  
First Year ◽  
Education Students ◽  
Additional Support

Various means to predict the success rate of students have been introduced by a number of educational institutions worldwide. The aim of this research was to identify predictors of success for tertiary education students. Participants were 353 students enrolled on Business and Computing programmes between 2009 and 2014, at a tertiary education provider in New Zealand. Enrolment data were used to determine the relationships between completion of the programme and prior academic achievement, age, ethnicity, gender, type of enrolment, and programme of study. These variables, as well as the overall GPA of the programme, were used to examine their relationship with the first year GPA. Results showed that pre- and post-enrolment data can be used for prediction of academic performance in ICT programmes. Based on the significance of some variables, tertiary education institutions can identify students who are likely to fail, these students can therefore be considered for additional support in the early stages of their study, in order to increase their chances of succeeding academically.

scholarly journals Career Choice Determinants and Academic Achievement of First Year Science Education Students of University of Uyo

2018 ◽  
Vol 6 (7) ◽  
pp. 136-147 ◽  
Author(s):  
Rebecca Ufonabasi Etiubon
Keyword(s):  
Academic Achievement ◽  
Science Education ◽  
Career Choice ◽  
Career Choices ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Ex Post ◽  
Ex Post Facto ◽  
And Mathematics

The study investigated career choice determinants and academic achievement of first year science education students of the  University of Uyo. It was an ex-post facto research design with three research questions and three hypotheses guiding the study. The population of the study was 634 undergraduate science education students in the 2016/2017 academic session. One hundred and twenty-four (124)first year students randomly selected across the five units of the department (integrated science, physics chemistry, biology and mathematics) formed the sample size for the study. Questionnaire was the instrument for data collection. The data collected were analysed using mean and standard deviation, ANOVA and MANOVA. Instrument reliability using Cronbach alpha reliability coefficient was 0.82.  The findings of the study showed that students find themselves tied down to rigid programme schedules that do not give them room to fully concentrate on their areas of specialization. This adds to schooling burden and dampens the excitement they originally came into the programme with. The study also found that   due to lack of information on various career choices students lose interest easily even though their choices were on the career choices they made.  Parental desire causes students to come out with poor results at the end of semester and graduation. It was also found that gender is not a significant factor on the problems encountered. The result further showed that different units of the department have significant influence on the problems encountered. It was recommended amongst others, that proper orientation/counseling be given to students to enable them cope with workload challenges at the commencement of the programme in the  different units of the department.  

scholarly journals Learning Strategies at a Higher Taxonomic Level in Primary Education Students in the Digital Age

2020 ◽  
Vol 12 (23) ◽  
pp. 9877
Author(s):  
Margarita Aravena-Gaete ◽  
María Natalia Campos-Soto ◽  
Carmen Rodríguez-Jiménez
Keyword(s):  
Learning Strategies ◽  
Primary Education ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
General Pattern ◽  
Digital Learning ◽  
Education Students ◽  
The Impact ◽  
The Relationship

The education system must respond to the demands and needs of today’s society. To meet this demand, teachers must identify the degree of cognitive skills that our students possess through digital learning strategies that encourage the development of these superior skills because of the impact of technological resources on student motivation. To carry out this assessment, two types of strategy tests were applied to evaluate cognitive skills, one determining the student’s ability to create an opinion of their own based on ideas and visions of other authors (perspective analysis) and the other strategy test to distinguish the main elements of an information, identifying a general pattern (abstraction), which were reviewed with a task performance instrument (rubrics). A mixed methodology was used through a case study, with a selected and intentional sample of 34 students of the Primary Education Grade. The results show that elaborating questions that go deeper into a topic and labelling contents is not an easy task and that abstraction is one of the most complex skills to develop in students. It should be noted that, in practically all areas, men’s averages exceed those of women. Finally, the use of digital strategies must be incorporated as permanent routines and the relationship between technology and pedagogy allows for the management of learning and therefore increases higher level cognitive abilities.

Predicting Academic Success for Business and Computing Students

2016 ◽  
Vol 12 (4) ◽  
pp. 15-24 ◽  
Author(s):  
Kawtar Tani ◽  
Andrew Gilbey
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
New Zealand ◽  
Tertiary Education ◽  
Educational Institutions ◽  
First Year ◽  
Predictors Of Success ◽  
Education Students ◽  
Additional Support ◽  
Gender Type

Various means to predict the success rate of students have been introduced by a number of educational institutions worldwide. The aim of this research was to identify predictors of success for tertiary education students. Participants were 353 students enrolled on Business and Computing programmes between 2009 and 2014, at a tertiary education provider in New Zealand. Enrolment data were used to determine the relationships between completion of the programme and prior academic achievement, age, ethnicity, gender, type of enrolment, and programme of study. These variables, as well as the overall GPA of the programme, were used to examine their relationship with the first year GPA. Results showed that pre- and post-enrolment data can be used for prediction of academic performance in ICT programmes. Based on the significance of some variables, tertiary education institutions can identify students who are likely to fail, these students can therefore be considered for additional support in the early stages of their study, in order to increase their chances of succeeding academically.

scholarly journals Los programas de educación emocional happy 8-12 and happy 12-16. Evaluación de su impacto en las emociones y el bienestar//The emotional education programs happy 8-12 and happy 12-16. Evaluation of their impact in emotions and well-being

2019 ◽  
Vol 30 (2) ◽  
pp. 53 ◽  
Author(s):  
Enric Cabello Cuenca ◽  
Nuria Pérez Escoda ◽  
Agnés Ros Morente ◽  
Gemma Filella Guiu
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Primary Education ◽  
Personal Development ◽  
Well Being ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Education Students ◽  
Two Samples ◽  
Educación Primaria

RESUMENDurante los últimos años se ha visto confirmada la importancia de las variables emocionales y de bienestar para un correcto desarrollo académico y personal del alumnado. Por este motivo ha existido un auge en las intervenciones y programas que trabajan estas variables. El objetivo de la presente investigación es conocer la diferencia existente entre las variables emocionales y de bienestar en alumnado de primaria y de secundaria después de haber participado en los programas de Educación Emocional Happy 8-12 y Happy 12-16 durante un curso escolar. Para el desarrollo del estudio se contó con la participación de un total de 574 alumnos de educación primaria y otros 903 de educación secundaria. El diseño de la investigación fue cuasiexperimental, pretest, postest con grupo control. Los instrumentos utilizados fueron los siguientes: CDE, CDE-SEC, STAIC, STAI y la media de las notas académicas. En cuanto a los resultados, se realizó un análisis de la varianza (ANOVA) con un factor intersujetos y un factor intrasujetos para cada una de las muestras. Se detectó una mejora en las escalas de competencias emocionales y ansiedad en las dos muestras, especialmente en primaria. También existió una importante mejoría en el rendimiento académico. Así pues, los resultados del presente estudio demuestran que el entrenamiento de las competencias emocionales en educación primaria mejora las competencias emocionales, disminuye la ansiedad y potencia el rendimiento académico, resultados que no se manifiestan de manera tan significativa en educación secundaria, aunque sí que muestran una tendencia muy parecida.ABSTRACTDuring the last years it has been confirmed that emotional and well-being variables are of the uppermost importance for a proper academic and personal development of the students. Thus, there has been an important growth of interventions and programs that train this variables. The aim of the present research is to explore the differences among emotional and well-being variables in primary and secondary education students after undergoing the Happy 8-12 and the Happy 12-16 programs during an academic course. For the development of the study a total of 574 primary education students and 903 of secondary education participated in the study. The investigation followed a pre-post quasi-experimental design with a control group. The instruments that were used for the assessment included: CDE, CDE-SEC, STAIC, STAI and the average of the academic marks. Regarding the results, an analysis of covariance (ANOVA) with an intersubject factor and intrasubject factor was carried out for each one of the samples. An improvement in emotional scales and anxiety was found for the two samples, especially in the primary school sample. There was also an important improvement in the academic achievement. All in all results of the present study showed that the training of the emotional competences in primary education improves the emotional competences, reduces anxiety and enhances academic achievement. These results are not that prominent in secondary education, but they show a similar pattern.

scholarly journals Evaluating the best tool to assess the cognitive domain of first year MBBS students in the subject of Biochemistry

2021 ◽  
Vol 7 (5) ◽  
pp. 01-06
Author(s):  
Santhi Silambanan
Keyword(s):  
Cognitive Abilities ◽  
Assessment Tools ◽  
Cognitive Domain ◽  
P Value ◽  
Factual Knowledge ◽  
First Year ◽  
Education Students ◽  
Surface Approach ◽  
Institutional Ethics ◽  
The Subject

Introduction: Assessment is an essential part of the learning process in education. Students follow a surface approach when assessment emphasis is on recall of factual knowledge. Students adopt a deep approach if assessment demands cognitive abilities. The aim of the study was to evaluate the best tool for assessing the cognitive domain of the first year MBBS students. Materials and Methods: I MBBS students of 28 in number who had scored more than 60 percent marks in the formative assessment examinations were included. Institutional Ethics Committee approval was obtained. Ten types of assessment tools were used. Answer scripts were evaluated by two examiners. SPSS version 16.0 was used for statistical analysis. ANOVA and Tukey posthoc analysis were used. A P value less than 0.05 was considered statistically significant. Results: All the students performed well in the close-ended questions with statistical significant P=0.000 Conclusion: Good performers did well in all types of questions. Average performers did well in closed ended questions. Poor performers did not perform in both. Essays and SAQs remain the choice to differentiate a best performer in good performing candidates.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

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