Investigating the relationship between school attendance and academic performance in universal primary education: The case of Uganda

2020 ◽  
Vol 8 (2) ◽  
pp. 152-160
Author(s):  
Denis Sekiwu ◽  
Keyword(s):  
Academic Performance ◽  
Primary Education ◽  
School Attendance ◽  
Universal Primary Education ◽  
The Relationship

scholarly journals The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

2021 ◽  
Vol 13 (6) ◽  
pp. 3341
Author(s):  
Jesús Maya ◽  
Juan F. Luesia ◽  
Javier Pérez-Padilla
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Learning Styles ◽  
Primary Education ◽  
High Performance ◽  
Multiple Choice ◽  
Assessment Methods ◽  
Theory And Practice ◽  
Education Students ◽  
The Relationship

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

scholarly journals Deberes escolares y rendimiento académico en Educación Primaria

2015 ◽  
Vol 31 (2) ◽  
pp. 562 ◽  
Author(s):  
Antonio Valle ◽  
Irene Pan ◽  
José C. Núñez ◽  
Pedro Rosário ◽  
Susana Rodríguez ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Mathematics Achievement ◽  
Foreign Language ◽  
Primary Education ◽  
Predictive Variables ◽  
Time Optimization ◽  
And Gender ◽  
Educación Primaria ◽  
The Relationship

This paper analyzes the relationship between homework behavior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student involvement in homework were the <em>amount of homework completed</em>, <em>the time spent on</em><em> homework,</em> and <em>homework time optimization</em>, while <em>academic achievement</em> was estimated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects.  However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathematics achievement tends to diminish.

Policies and Practices that Foster Education for All: Implications for Economically Poor Nations

2020 ◽  
Author(s):  
Richard Rose ◽  
Ratika Malkani
Keyword(s):  
Primary Education ◽  
Policy Development ◽  
International Agreements ◽  
Education For All ◽  
Universal Primary Education ◽  
Significant Progress ◽  
Equity In Education ◽  
The World ◽  
School Progress ◽  
The Relationship

International agreements that aim to achieve universal primary education for all children, regardless of need or ability, have ensured that governments around the world have considered policy development to support greater equity in education. Many of the world’s more economically advantaged countries have made significant progress to ensure that all children have opportunities to attend school. Progress has also been evident in countries which are less advantaged, though often this has been inhibited because of a lack of resources and expertise. The relationship between policy, provision, and practice in education is complex, and in responding to international agreements, governments have needed to take account of their own cultural and socio-economic circumstances. While many administrations have adopted models developed in other countries, the need to take account of existing practices and to build upon local expertise is apparent.

scholarly journals Physical Fitness, Grit, School Attendance, and Academic Performance among Adolescents

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Jonathan M. Cosgrove ◽  
Yen T. Chen ◽  
Darla M. Castelli
Keyword(s):  
Body Mass Index ◽  
Academic Performance ◽  
Academic Success ◽  
Physical Fitness ◽  
Body Mass ◽  
Cardiovascular Health ◽  
School Attendance ◽  
Urban Minority ◽  
Relationship Of ◽  
The Relationship

Objective. The purpose of this study was to examine the relationship of grit as a construct representing perseverance to overcoming barriers and the total number of school absences to academic performance (AP) while controlling for sociodemographics, fitness (i.e., PACER), and Body Mass Index (BMI). Methods. Adolescents (N = 397, SD = 1.85; 80.9% females; 77.1% Hispanic) from an urban, minority-majority city in the Southern United States completed the FitnessGram® assessment of physical fitness (e.g., aerobic capacity and Body Mass Index (BMI)) and the valid and reliable short grit survey. The schools provided sociodemographics, attendance, and AP data for the adolescents. Results. Adolescents with higher grit scores (rs=0.21, P < 0.001) and less total absences (rs=-0.35, P < 0.001) performed better on AP. Hierarchical multiple regression indicated that grit and absences were associated with AP (β = 0.13, P < 0.01 and β = −0.35, P < 0.001, resp.). Conclusions. Grit and a total number of absences are significant contributors to academic success, particularly among Hispanic adolescents. Further, grit and school attendance may serve as a better measure of protective factors over proximal health measures of cardiovascular health and BMI.

scholarly journals Can sport for development programs improve educational outcomes? A rapid evidence assessment

2020 ◽  
Vol 87 (1) ◽  
pp. 56-69
Author(s):  
Louis Moustakas
Keyword(s):  
Academic Performance ◽  
Educational Outcomes ◽  
International Institutions ◽  
School Attendance ◽  
Positive Education ◽  
Development Programs ◽  
Attitudes And Behaviors ◽  
Sport For Development ◽  
And Behavior ◽  
The Relationship

AbstractOver the last 20 years, sport for development (SFD) has become an increasingly used tool to tackle education-related challenges around the world and has even become recognized by major international institutions such as the United Nations and the Commonwealth. In spite of this, evidence on the effectiveness of SFD programs on educational outcomes is limited. Through a Rapid Evidence Assessment (REA), this paper seeks to begin addressing this gap. Literature is included if it quantitatively examines the relationship between participation in a SFD program and educational outcomes, namely academic performance, school attendance, or attitudes and behaviors related to school. Results are then organized and presented according to these aforementioned areas. The identified literature paints a mixed picture of SFD’s impact on educational outcomes related to academic performance and school attendance, though the data related to improved attitude and behavior is more positive. Overall, the lack of research on this topic and the deficiencies in some of the identified studies do not allow for the conclusion that SFD generates positive education-related outcomes. This paper concludes by proposing potential solutions to address this gap in research.

scholarly journals Las condiciones ambientales en las aulas de Primaria en Iberoamérica y su relación con el desempeño académico

2012 ◽  
Vol 20 ◽  
pp. 18 ◽  
Author(s):  
F. Javier Murillo ◽  
Cynthia Martinez-Garrido
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Language Learning ◽  
Primary Education ◽  
Multilevel Model ◽  
Information Sources ◽  
Standardized Test ◽  
Classroom Teachers ◽  
Teachers And Students ◽  
The Relationship

School climate describe the environment that affects the behavior of teachers and students at the classroom. Elements of the school climate such as the building and its arrangements reflect the children, their needs, and their educational accomplishments. Some of these elements, however, have not received much attention in studies about the academic performance in Primary Education. This paper describes the relationship between environmental conditions in the classroom (e.g., lighting, isolation, order, cleanliness,…) and the academic performance of the students. This study analyses 248 Primary Education classrooms from nine countries of Iberoamerica using a 4-level Multilevel Model. The following information sources were used in this study: i) Classroom guide observation completed by researcher. ii) Standardized test to Math and Language learning. iii) Questionnaire to classroom teachers, pupils and their families. The results of this study highlight the strong influence of the order and cleanliness on the academic performance of the students.

scholarly journals Transition in Primary and Secondary Schooling in Pakistan: Gender and Age Cohort Analysis

2004 ◽  
Vol 43 (1) ◽  
pp. 53-71
Author(s):  
Naushin Mahmood
Keyword(s):  
Primary Education ◽  
Gender Gap ◽  
Rural Areas ◽  
Urban Areas ◽  
Census Data ◽  
School Attendance ◽  
Cohort Analysis ◽  
Universal Primary Education ◽  
Age Cohorts ◽  
Age Cohort

This study assesses the changing pattern of school attendance through age cohort analysis for both males and females in Pakistan. Based on the 1998 census data on educational attainment, the results indicate a profound rise in school attendance among younger age cohorts contributing to elimination of gender gap in primary-level schooling in urban areas only. The disadvantaged situation of rural females is reflected by a combination of low school entries/attendance to begin with, and high chance of discontinuing education before completing primary levels. The pattern of school transition reveals that among those few who have completed Class Five, the chances of staying through the secondary level are much higher—after which dropout accelerates rapidly. Two overall conclusions emerge from these results. First, the bulk of the deficit from universal primary education comes from females population, especially in rural areas. Second, the key to reducing dropouts and gender gap in school attendance lies in actions that raise the demand for schooling of girls, with equally matched availability of quality primary- and secondarylevel schools. It appears that achieving universal primary education by 2015, as mandated in the Millennium Development Goals (MDGs), remains a tall order for Pakistan.

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