scholarly journals A STUDY ON SOCIAL ADJUSTMENT AMONG HIGHER SECONDARY SCHOOL STUDENTS AND ITS IMPACT ON THEIR ACADEMIC ACHIEVEMENT IN COIMBATORE DISTRICT

2017 ◽  
Vol 5 (6) ◽  
pp. 458-463
Author(s):  
P.Priya Packiaselvi ◽  
Malathi V.A
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Secondary School ◽  
Social Adjustment ◽  
Secondary School Students ◽  
Mother Tongue ◽  
School Type ◽  
Differential Analysis ◽  
School Students ◽  
Coimbatore District

Every human being seeks adjustment to various situations. He constantly makes efforts to adjustment himself to his surroundings because a wholesome adjustment is essential for leading a happy life and going satisfaction. Social adjustment to other people is general and to the group with which they are identified is particular. The main motive of the study is to find out the social adjustment among higher secondary school students and its impact on academic achievement in Coimbatore Educational District. This research is under taken with a view to examining the relationship with social adjustment and general achievement of different high school students with a sample size 148. The investigation is analyzed by the descriptive analysis and differential analysis. The result concluded from the study that there is no substantial change with respect to mother tongue, gender, location of school, type of family, educational qualification of parents, occupation of parents, monthly income of parents in their mean score of social adjustment and academic achievement. This study might enable teachers and administrators to look for ways of enhancing social adjustment among the students from higher secondary school and its impact on their academic achievement in Coimbatore District.

scholarly journals Home Adjustment, School Adjustment and Social Adjustment of Higher Secondary School Students: A Review

2021 ◽  
pp. 502-506
Author(s):  
Khurshid Ahmad Bhat ◽  
Prof. Nighat Basu
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Social Adjustment ◽  
Environmental Conditions ◽  
Secondary School Students ◽  
Group Discussion ◽  
School Adjustment ◽  
Review Of Literature ◽  
School Students

Adjustment is a process that is supposed to lead to a person's happy and contented life. It establishes a balance between requirements and capacity to meet them, persuades those concerned to adapt their lifestyles to the demands of the circumstances, and provides the strength and capability to bring about desired changes in environmental conditions. The study suggested that schools must emphasize teaching students how to adjust to themselves and their surroundings, rather than just excellent academic achievement. Schools must hold regular sessions with student's parents to keep them informed about their children's progress. Schools must keep a separate record of students' behaviour inside the school and identify emotionally immature students. This will help them to give counseling. All the schools must be upgraded with modern amenities such as a well-equipped laboratory, a well-stocked library, and well-organized classrooms. In the classroom, a technique of group discussion and other curricular activities might be organized. As a result, the student's adjustment will improve. This study presents a review of literature on the topic. This paper is an attempt to reviews the papers from 2010 to 2020.

The relationship between students’ ecocentric, anthropocentric and antipathic attitudes towards the environment and their academic achievement

2015 ◽  
Vol 1 (2) ◽  
pp. 61
Author(s):  
Naim Uzuni ◽  
Kurtuluş Atli ◽  
Cem Saraç ◽  
Necdet Sağlam ◽  
Semran Sağlam
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Environmental Attitude ◽  
School Students ◽  
Academic Achievements ◽  
Significant Difference ◽  
The Relationship

<p>The purpose of the current study is to determine the relationship between secondary and high school students’ ecocentric, anthropocentric and antiphatic attitudes towards the environment and their academic achievement. The study was conducted with the participation of totally 854 students attending secondary and high schools in the city of Aksaray in the spring term of 2013-2014 school year. In the collection of the data, “Ecocentric, Anthropocentric and Antipathic Environmental Attitude Scale” developed by Thompson and Barton (1994) and adapted to Turkish by Erten (2007) was used. In the analysis of the data, one-way variance analysis and Pearson Correlation analysis were conducted. At the end of the study, a significant difference was found in the ecocentric attitude mean scores of the secondary school students in favor of the students having higher academic achievement (F=3.161; p&lt;.05) and a significant difference was found in the antipathic attitude scores of the students in favor of those having lower academic achievement (F=14.700; p&lt;.001). No significant difference based on the students’ academic achievement was found in the students’ anthropocentric attitude scores (F=.755; p&gt;.05). The high school students’ ecocentric, anthropocentric and anthipatic attitude scores were found to be not significantly varying depending on their academic achievement (F=.749, .287 and 2.113; p&gt;.05, respectively). On the other hand, a low and positive correlation was found between the secondary school students’ academic achievements in Science and Social Studies courses and their ecocentric attitude scores (r=.139, .144; p&lt;.01, respectively) and a negative correlation was found with their achievements and antipathic attitude scores (r=-.242, -.284; p&lt;.001, respectively). No significant correlation was found between their achievements in these courses and anthropocentric attitude scores. A low and positive correlation was found between the high school students’ ecocentric attitude scores and their academic achievement in Geography course (r=.126; p&lt;.05). A low and negative correlation was found between the students’ antipathic attitude scores and their achievements in Biology course (r=-.237; p&lt;.01), in Chemistry course (r=-.145; p&lt;.05) and in Geography course (r=-.128; p&lt;.05). No significant correlation was found between the students’ anthropocentric attitude scores and their achievements in these courses. No significant correlation was found between the students’ anthropocentric and antipathic environmental attitudes and their academic achievements in Physics and Health Knowledge courses. In light of the findings of the study, some suggestions were made.</p><p>Keywords: ecocentric, anthropocentric and antipathetic attitude, environmental attitude, secondary school, high school, academic achievement</p>

scholarly journals The relationship between students’ ecocentric, anthropocentric and antipathic attitudes towards the environment and their academic achievement

2016 ◽  
pp. 39
Author(s):  
Kurtuluş Atlı ◽  
Naim Uzun ◽  
Cem Saraç ◽  
Necdet Sağlam ◽  
Semran Sağlam
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Environmental Attitude ◽  
School Students ◽  
Academic Achievements ◽  
Significant Difference ◽  
The Relationship

The purpose of the current study is to determine the relationship between secondary and high school students’ ecocentric, anthropocentric and antiphatic attitudes towards the environment and their academic achievement. The study was conducted with the participation of totally 854 students attending secondary and high schools in the city of Aksaray in the spring term of 2013-2014 school year. In the collection of the data, “Ecocentric, Anthropocentric and Antipathic Environmental Attitude Scale” developed by Thompson and Barton (1994) and adapted to Turkish by Erten (2007) was used. In the analysis of the data, one-way variance analysis and Pearson Correlation analysis were conducted. At the end of the study, a significant difference was found in the ecocentric attitude mean scores of the secondary school students in favor of the students having higher academic achievement (F=3.161; p<.05) and a significant difference was found in the antipathic attitude scores of the students in favor of those having lower academic achievement (F=14.700; p<.001). No significant difference based on the students’ academic achievement was found in the students’ anthropocentric attitude scores (F=.755; p>.05). The high school students’ ecocentric, anthropocentric and anthipatic attitude scores were found to be not significantly varying depending on their academic achievement (F=.749, .287 and 2.113; p>.05, respectively). On the other hand, a low and positive correlation was found between the secondary school students’ academic achievements in Science and Social Studies courses and their ecocentric attitude scores (r=.139, .144; p<.01, respectively) and a negative correlation was found with their achievements and antipathic attitude scores (r=-.242, -.284; p<.001, respectively). No significant correlation was found between their achievements in these courses and anthropocentric attitude scores. A low and positive correlation was found between the high school students’ ecocentric attitude scores and their academic achievement in Geography course (r=.126; p<.05). A low and negative correlation was found between the students’ antipathic attitude scores and their achievements in Biology course (r=-.237; p<.01), in Chemistry course (r=-.145; p<.05) and in Geography course (r=-.128; p<.05). No significant correlation was found between the students’ anthropocentric attitude scores and their achievements in these courses. No significant correlation was found between the students’ anthropocentric and antipathic environmental attitudes and their academic achievements in Physics and Health Knowledge courses. In light of the findings of the study, some suggestions were made.Keywords: ecocentric, anthropocentric and antipathetic attitude, environmental attitude, secondary school, high school, academic achievement

THE ACQUISITION OF THE ENGLISH PRESENT PERFECT BY ALBANIAN EFL LEARNERS AND ITS TRANSLATION EQUIVALENTS IN ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2229-2235
Author(s):  
Blerta Demiri
Keyword(s):  
High School Students ◽  
Secondary School ◽  
English Learners ◽  
Secondary School Students ◽  
Mother Tongue ◽  
Language Teachers ◽  
Multiple Choice Questions ◽  
Present Perfect ◽  
School Students ◽  
Efl Learners

Finding translation equivalents through the analyzed corpus in order to understand which Albanian verb tenses and constructions correspond to the English Present Perfect is the target of this paper, which we believe will be of great help to Albanian speakers who learn English as a foreign language.Contrastive analysis in this paper is not performed only by the similarities and differences that exist between these two languages, which are reviewed and analyzed through examples of the works of famous writers and their translations, and which show that verb tenses in one and the other language do not overlap, but also through research that was conducted with some secondary school students who are L1-Albanian –speaking learners of English, in order to examine linguistic factors that may lead to difficulty for Albanian EFL high school students in learning the Present Perfect and using it properly in spoken and written language.In order to help EFL learners be familiar with their writing skills and ease their anxiety, making a clear concept is necessary. The concept of ‘unspecified time’ can be very confusing to English learners, so students cannot use the tenses comfortably or accurately. Thus, in order to point the differences in the structure of English and Albanian, as well as to prepare learners, who want to acquire some competence in the foreign language, teachers should suggest some general and specific strategies and ideas for the classroom. They ought to use eclectic teaching approach and give an overview of the problems students have with the Present Perfect and possible reasons for these.Data were collected from 27 EFL secondary school students who participated in the study. Answers from multiple-choice questions and translation of some sentences from English into Albanian and vice versa were collected from each participant. Data were analyzed in terms of the number of errors produced in each pattern of the Present Perfect. The findings have revealed that evidence of cross-linguistic influence was found in both areas. The reasons for these errors mostly derive from mother tongue influence and lack of adequate linguistic background.

THE ACQUISITION OF THE ENGLISH PRESENT PERFECT BY ALBANIAN EFL LEARNERS AND ITS TRANSLATION EQUIVALENTS IN ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2229-2235
Author(s):  
Blerta Demiri
Keyword(s):  
High School Students ◽  
Secondary School ◽  
English Learners ◽  
Secondary School Students ◽  
Mother Tongue ◽  
Language Teachers ◽  
Multiple Choice Questions ◽  
Present Perfect ◽  
School Students ◽  
Efl Learners

Finding translation equivalents through the analyzed corpus in order to understand which Albanian verb tenses and constructions correspond to the English Present Perfect is the target of this paper, which we believe will be of great help to Albanian speakers who learn English as a foreign language.Contrastive analysis in this paper is not performed only by the similarities and differences that exist between these two languages, which are reviewed and analyzed through examples of the works of famous writers and their translations, and which show that verb tenses in one and the other language do not overlap, but also through research that was conducted with some secondary school students who are L1-Albanian –speaking learners of English, in order to examine linguistic factors that may lead to difficulty for Albanian EFL high school students in learning the Present Perfect and using it properly in spoken and written language.In order to help EFL learners be familiar with their writing skills and ease their anxiety, making a clear concept is necessary. The concept of ‘unspecified time’ can be very confusing to English learners, so students cannot use the tenses comfortably or accurately. Thus, in order to point the differences in the structure of English and Albanian, as well as to prepare learners, who want to acquire some competence in the foreign language, teachers should suggest some general and specific strategies and ideas for the classroom. They ought to use eclectic teaching approach and give an overview of the problems students have with the Present Perfect and possible reasons for these.Data were collected from 27 EFL secondary school students who participated in the study. Answers from multiple-choice questions and translation of some sentences from English into Albanian and vice versa were collected from each participant. Data were analyzed in terms of the number of errors produced in each pattern of the Present Perfect. The findings have revealed that evidence of cross-linguistic influence was found in both areas. The reasons for these errors mostly derive from mother tongue influence and lack of adequate linguistic background.

A Study of Study Habits and Academic Achievement among Secondary and Senior Secondary School Students of Mysore City

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Roya Sherafat ◽  
C. G. Venkatesha Murthy
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Secondary Level ◽  
Study Habits ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

The authors of this study have attempted to understand whether study habits affect academic achievement among secondary and senior secondary school students of Mysore. It is also attempted to know whether students at secondary level differ from senior secondary level on their study habits. The study was conducted on the sample of 625 students of Mysore City in India using stratified random sampling technique. Results indicated that the study habits facilitate higher academic achievement. Further, it was also found that secondary school students are significantly better than senior secondary students on study habits. The findings are analyzed and explained. Thus, study habit is found to be an important correlate of academic achievement.

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