scholarly journals SOCIO-DEMOGRAPHIC DETERMINANTS OF SOCIAL STUDIES KNOWLEDGE AMONG STUDENTS OF UPPER BASIC SCHOOLS IN EBONYI STATE

2020 ◽  
Vol 7 (12) ◽  
pp. 18-28
Keyword(s):  
Science Education ◽  
Social Studies ◽  
Research Work ◽  
Personal Data ◽  
Achievement Test ◽  
Education Department ◽  
Delivery Technique ◽  
Research Questions ◽  
Social Studies Achievement ◽  
Teachers And Parents

This research work is carried out on socio-demographic determinants of social studies knowledge among students of upper basic schools in Ebonyi State. It is a descriptive survey research. Three research questions and three hypotheses guided the study. The population of this study comprised all 10, 298 Public Upper Basic II Students in the one hundred and eighty nine (189) Public Upper Basic Schools in the three Education Zones of Ebonyi State. The sample of this study was 515 Upper Basic II Students which represents 5% of the entire population in the area of the study. The instrument that was used for this study was entitled Social Studies Achievement Test (SSAT). The test has fifty two (52) multiple choice items with option A-D to obtain information from students. The questionnaire is made up part ‘A’ and part ‘B’, Part A is on the personal data of the respondents. Part B is on Test of Knowledge of Students in Social Studies. The fifty (50) item of instrument Social Studies Achievement Test (SSAT) was also used for data collection. It was validated by three experts, two of the experts were from Arts and Social Science Education Department (Social Studies Option) of the Ebonyi State University, Abakaliki, while one expert from Measurement and Evaluation Unit of Science Education Department The instrument reliability test was carried out using KudaRichardson 20 (K-20) statistics and a reliability coefficient of 0.91 were obtained. The researcher administered the instrument by issuing using Direct Delivery Technique (DDT) with the help of three research assistants, one from each Education Zones in the State. Data Analysis was done using Descriptive and Inferential Statistics. Mean and standard deviation were used to answer the research questions. Hypotheses 1, 3 and 4 were tested using t-test while hypotheses 2 and 5 were tested using Analysis of Variance (ANOVA). All the hypotheses were tested at 0.05 level of significance. Decision Rule: 0- 24 very low, 25 – 49 low, 50 – 74 high, 75 – 100 very high. From the analysis, the following findings were made among others: The knowledge of students in Social Studies is not influence fully or affected by gender. The level of education of the parents influences or affects the knowledge of students in Social Studies. Based on the findings of this study, the researcher made the following recommendation: There should be a process of feed-back initiated for the Secondary schools in Ebonyi State, especially for students, teachers and parents at the Upper Basic level. This feed-back process shall be a medium whereby teachers and parents maintain regular contacts; sharing information concerning their students/wards. Parents should at all-time listen carefully and closely to their wards, not only to verbal communications but to nonverbal communications and to the emotions that may lie beneath what is said.

Selected Demographic Variables, School Music Participation, and Achievement Test Scores of Urban Middle School Students

2008 ◽  
Vol 56 (2) ◽  
pp. 145-161 ◽  
Author(s):  
Daryl W. Kinney
Keyword(s):  
Middle School Students ◽  
Social Studies ◽  
Test Scores ◽  
Achievement Test ◽  
School Students ◽  
Urban Middle School ◽  
Band Students ◽  
8Th Grade ◽  
Grade Achievement ◽  
Urban Middle School Students

Nontransient 6th- and 8th-grade urban middle school students' achievement test scores were examined before (4th grade) and during (6th or 8th grade) enrollment in a performing ensemble. Ensemble participation (band, choir, none) and subject variables of socioeconomic status (SES) and home environment were considered. Fourth- and 6th-grade achievement tests consisted of Reading, Math, Citizenship and Science; 8th grade included Reading, Math, Social Studies, Science, and Language Arts. Analyses indicated significant differences yet small effect sizes for main effects of SES and ensemble participation. Higher SES students scored significantly higher on all subtests except 4th-, 6th-, and 8th-grade reading. Sixth-grade band students scored significantly higher than choir students and nonparticipants on every subtest of 6th- and 4th-grade achievement tests. Eighth-grade band students scored significantly higher than nonparticipants on 4th-grade Reading and Math and every subtest of the 8th-grade achievement test except Social Studies. Similar results for both cohorts suggest that band may attract higher achieving students from the outset and that test score differences remain stable over time.

scholarly journals A Systematic Literature Review of Empiricism and Norms of Reporting in Computing Education Research Literature

2022 ◽  
Vol 22 (1) ◽  
pp. 1-46
Author(s):  
Sarah Heckman ◽  
Jeffrey C. Carver ◽  
Mark Sherriff ◽  
Ahmed Al-zubidy
Keyword(s):  
Science Education ◽  
Education Research ◽  
Computer Science ◽  
Computer Science Education ◽  
Empirical Evaluation ◽  
Research Literature ◽  
Computing Education ◽  
Research Questions ◽  
Meta Analyses ◽  
Advance Knowledge

Context. Computing Education Research (CER) is critical to help the computing education community and policy makers support the increasing population of students who need to learn computing skills for future careers. For a community to systematically advance knowledge about a topic, the members must be able to understand published work thoroughly enough to perform replications, conduct meta-analyses, and build theories. There is a need to understand whether published research allows the CER community to systematically advance knowledge and build theories. Objectives. The goal of this study is to characterize the reporting of empiricism in Computing Education Research literature by identifying whether publications include content necessary for researchers to perform replications, meta-analyses, and theory building. We answer three research questions related to this goal: (RQ1) What percentage of papers in CER venues have some form of empirical evaluation? (RQ2) Of the papers that have empirical evaluation, what are the characteristics of the empirical evaluation? (RQ3) Of the papers that have empirical evaluation, do they follow norms (both for inclusion and for labeling of information needed for replication, meta-analysis, and, eventually, theory-building) for reporting empirical work? Methods. We conducted a systematic literature review of the 2014 and 2015 proceedings or issues of five CER venues: Technical Symposium on Computer Science Education (SIGCSE TS), International Symposium on Computing Education Research (ICER), Conference on Innovation and Technology in Computer Science Education (ITiCSE), ACM Transactions on Computing Education (TOCE), and Computer Science Education (CSE). We developed and applied the CER Empiricism Assessment Rubric to the 427 papers accepted and published at these venues over 2014 and 2015. Two people evaluated each paper using the Base Rubric for characterizing the paper. An individual person applied the other rubrics to characterize the norms of reporting, as appropriate for the paper type. Any discrepancies or questions were discussed between multiple reviewers to resolve. Results. We found that over 80% of papers accepted across all five venues had some form of empirical evaluation. Quantitative evaluation methods were the most frequently reported. Papers most frequently reported results on interventions around pedagogical techniques, curriculum, community, or tools. There was a split in papers that had some type of comparison between an intervention and some other dataset or baseline. Most papers reported related work, following the expectations for doing so in the SIGCSE and CER community. However, many papers were lacking properly reported research objectives, goals, research questions, or hypotheses; description of participants; study design; data collection; and threats to validity. These results align with prior surveys of the CER literature. Conclusions. CER authors are contributing empirical results to the literature; however, not all norms for reporting are met. We encourage authors to provide clear, labeled details about their work so readers can use the study methodologies and results for replications and meta-analyses. As our community grows, our reporting of CER should mature to help establish computing education theory to support the next generation of computing learners.

scholarly journals FOMO, Brands and Consumers – about the Reactions of Polish Internet Users to the Activities of Brands in Social Media (Based on CAWI Representative Research)

2019 ◽  
Vol 5 (2) ◽  
pp. 69-84 ◽  
Author(s):  
Anna Jupowicz-Ginalska
Keyword(s):  
Social Media ◽  
Representative Sample ◽  
Research Work ◽  
Psychological Research ◽  
Marketing Communication ◽  
Specific Nature ◽  
Internet Users ◽  
Interdisciplinary Character ◽  
Research Questions ◽  
The Relationship

Abstract Fear of Missing Out is mainly a subject of psychological research; however, due to its specific nature, it gains an interdisciplinary character. Thanks to this, it can also be analysed from the perspective of media or business. This paper focuses on the threads of the relationship between FOMO and marketing communication online. It realizes the following objectives: it presents the scale of FOMO in Poland; it analyses the phenomenon in the context of consumers’ reactions to basic brand activity on social and it shows differences between the answers given by all the respondents and those with high FOMO. In order to clarify the scope of the research work, four research questions are answered: how do social media users react to the use of particular features of social platforms by brands? What form of posts coming from brands are preferred by Polish Internet users? What is the attitude of the respondents towards advertisements posted on social media portals? Does FOMO influence the answers in any way? The research was based on the nationwide, representative sample of Internet users aged 15+ (N=1060). The tool was the CAWI questionnaire.

scholarly journals Algebraic competences and emotional intelligence of first year Bachelor of Science in Mathematics and Science Education students at the Copperbelt University in Zambia

2017 ◽  
Vol 5 (1) ◽  
pp. 171-195
Author(s):  
Allan Musonda
Keyword(s):  
Emotional Intelligence ◽  
Science Education ◽  
Achievement Test ◽  
Self Report ◽  
First Year ◽  
Education Students ◽  
Bachelor Of Science ◽  
Mathematics And Science Education ◽  
Algebra Achievement ◽  
Mathematics And Science

This study examined the relationship between algebraic competences and emotional intelligence offirst yearBachelor of Science in mathematics and science education students at Copperbelt University in Zambia. All (143) first year Bachelor of Science in mathematics and science education students, in 2016, were purposively selected for the study. The study was motivated by evidence that students generally do not perform well in their first year university mathematics examinations despite the students having very good university entry grades in secondary school mathematics. This poor academic performance may be due to many factors. However, this study identified and focused on emotional intelligence as one such factor. Emotional intelligence is defined as the ability to identify, assess and manage the emotions of one’s self, of others and of groups. It is argued that emotional intelligence represents an ability to reason with emotions and to use emotions to facilitate thought. On the other hand, Algebra was chosen as the focus of the study because of its centrality to the whole offirst yearuniversity mathematics content. Algebra is found in all branches of mathematics directly or indirectly. Therefore, the study explored the algebraic competences of the first year students and examined possible relationships with their emotional intelligence. Emotional intelligence was measured using the Schutte Self-Report Emotional Intelligence Test (SSEIT), and algebraic competences were measured through a Grade 12 level algebra achievement test and a university level algebra achievement test constructed by the researcher. Data were analysed using non-parametric statistical techniques: Spearman’s Rank Order Correlation (rho) and the Mann-Whitney U Test. Results showed that there is a significant positive correlation between Grade 12 level andfirst yearuniversity level algebraic competences. Results also showed that there is no significant relationship between students’ algebraic competences and their emotional intelligence. Furthermore, the study reviewed that female students have higher levels of emotional intelligence than their male counterparts.Published online: 30 November 2017

scholarly journals PENGARUH PERHATIAN ORANG TUA DAN KEMANDIRIAN BELAJAR TERHADAP PRESTASI BELAJAR IPS SISWA DI SDN 130 KARAMBUA DESA RINJANI KECAMATAN WOTU KABUPATEN LUWU TIMUR

2019 ◽  
Vol 2 (2) ◽  
pp. 1-8
Author(s):  
Ardillah Abu
Keyword(s):  
Student Achievement ◽  
Regression Analysis ◽  
Social Studies ◽  
Significant Influence ◽  
Regression Line ◽  
Significance Level ◽  
Analysis Technique ◽  
Simple Regression Analysis ◽  
Social Studies Achievement ◽  
Linearity Test

ABSTRACK This study aims to determine (i) The Effect of Parents' Attention on Social Studies Student Achievement at SDN 130 Karambua. (ii) The Effect of Learning Independence on Social Studies Learning Achievement of Students at SDN 130 Karambua. (iii) Effects of Parental Attention and Learning Independence together on Social Studies Achievement of Students at SDN 130 Karambua, Rinjani Village, Wotu District. This type of research is expost facto. Data analysis used was a simple regression analysis technique for the first and second hypotheses and multiple regression analysis for the third hypothesis. Before analyzing the data, an analysis of the requirements for testing is carried out including: normality, homogeneity, independent t test and linearity test The results of this study are: (i) There is a positive and significant influence of Parents' Attention on Social Studies Student Achievement at SDN 130 Karambua, with rx1y = 0.516; r2x1y = 0.266; and tcount is greater than ttable, namely: 3.85> 1.701. (ii) There is a positive and significant influence of Learning Independence on Social Studies Achievement of Students in SDN 130 Karambua, with rx2y = 0.372; r2x2y = 0.138; and tcount is greater than ttable, namely: 2.119> 1.701. (iii) There is a positive and significant influence of Parental Attention and Learning Independence together on Social Studies Achievement of Students in SDN 130 Karambua, with Ry (1,2) = 0.631; R2y (1,2) = 0.398; and Fcount is greater than Ftable namely: 5.542> 3.35 at a significance level of 5%. The regression line equation Y = 0.615X1 + -0.252X2 + 51.198.

Assessment in Authentic Environments

2012 ◽  
pp. 32-57
Author(s):  
Thomas C. Hammond ◽  
R. Curby Alexander ◽  
Alec M. Bodzin
Keyword(s):  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Instructional Strategy ◽  
Value Added ◽  
Student Learning Outcomes ◽  
Validity And Reliability ◽  
Research Questions ◽  
Conducting Research ◽  
K 12

The TPACK framework provides researchers with a robust framework for conducting research on technology integration in authentic environments, i.e., intact classrooms engaged in standards-aligned instruction. Researchers who wish to identify the value added by a promising technology-supported instructional strategy will need to assess student learning outcomes in these environments; unfortunately, collecting valid and reliable data on student learning in classroom research is extremely difficult. To date, few studies using TPACK in K-12 classrooms have included student learning outcomes in their research questions, and researchers are therefore left without models to guide their development, implementation, and analysis of assessments. This chapter draws upon the literature and our own research and assessment experiences in technology-integrated, standards-aligned classroom instruction to give examples and advice to researchers as they develop, analyze, and write up their observations of student learning outcomes. In particular, we focus on standard items, specifically multiple choice items, as an accepted (if limited) method for assessing student understanding. We seek to fill an existing gap in the literature between assessment advice for educational psychologists (who typically work outside of classroom settings) and advice given to teachers (who have lower thresholds for issues such as validity and reliability). Classroom researchers will benefit from this advice to develop, validate, and apply their own objective assessments. We focus on the content areas of science and social studies, but this advice can be applied to others as well.

scholarly journals Effects of Fluency Oriented Instruction on Motivation for Reading of Struggling Readers

2020 ◽  
Vol 10 (3) ◽  
pp. 56
Author(s):  
Gene Mehigan
Keyword(s):  
Reading Instruction ◽  
Struggling Readers ◽  
Primary Schools ◽  
Positive Impact ◽  
Structured Interviews ◽  
Educationally Disadvantaged ◽  
Disadvantaged Communities ◽  
Research Questions ◽  
Teachers And Parents ◽  
Conversational Interviews

This paper looks at the effects of an intervention, based on fluency oriented reading instruction (FORI), on the motivation for reading among struggling readers in First Class in Irish primary schools. The intervention took place in learning support settings in three primary schools located in urban educationally disadvantaged communities in North Dublin. The study was conducted through a pragmatic lens with research questions framed to shed light on the motivation for reading of students in First Class from disadvantaged backgrounds. A mixed methods design with a concurrent triangulation strategy was employed, facilitating the exploration of multiple research questions using questionnaires and semi-structured interviews with teachers and parents and conversational interviews and surveys with students. The perspective of reading motivation guiding the study recognised the overlapping influences of teachers, parents and the student himself or herself. Findings, as reported by these research informants, indicate that the FORI intervention had a positive impact on the motivation for reading of struggling readers in First Class. In particular, the intervention was found to decrease students’ perceived difficulty with reading and increase their reading self-efficacy and orientation towards reading.

Sign in / Sign up

Export Citation Format

Share Document