The Relationship of Teacher-Centered Activities and Pupil-Centered Activities to Pupil Achievement and Interest in 18 Fifth-Grade Social Studies Classes

1969 ◽  
Vol 6 (2) ◽  
pp. 227-239 ◽  
Author(s):  
Wayne L. Herman ◽  
James E. Potterfield ◽  
C. Mitchell Dayton ◽  
Kathleen G. Amershek
Keyword(s):  
Social Studies ◽  
Fifth Grade ◽  
Pupil Achievement ◽  
Relationship Of ◽  
The Relationship ◽  
Teacher Centered

scholarly journals The Dimensions Of Emotional Intelligence And Its Relationship To Academic Achievement Of Social Studies For Students In South Batinah Governorate In The Sultanate Of Oman

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Saif bin Darwish bin Said Al - Harasi - Michael Ibrahim
Keyword(s):  
Emotional Intelligence ◽  
Social Studies ◽  
Scholastic Achievement ◽  
Self Awareness ◽  
Sultanate Of Oman ◽  
Emotional Management ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Random Method

The current study aimed at revealing the relationship of the dimensions of emotional intelligence according to the theory of Golman on the achievement of the study of the subject of social studies for students of South Batinah province in the Sultanate of Oman. The researchers used the descriptive correlation approach. The tool consisted of a questionnaire consisting of (50) Questions. Has been applied to all the states of South Batinah province consisting of six states, using the simple random method of (380) students. Using statistical methods in the SPSS program, the results of the study showed a statistically significant relationship at the level of (0.001 = α) for all dimensions of emotional intelligence towards the scholastic achievement of the subject of social studies, with the correlation between them (0.26). Emotional intelligence was associated with empathy after 0.89, emotional management of 0.89, social skills of 0.87, self-awareness of 0.83, and self-motivation of 0.81. The results showed that there were no statistically significant differences at (α = 0.05) between scholastic achievement according to gender variable. The statistical function was 0.000 for the seventh grade with an average of (4.2), while the average grade was (3.7).

scholarly journals Relationship of physical activity and dietary habits with body mass index in the transition from childhood to adolescence: a 4-year longitudinal study

2010 ◽  
Vol 13 (10A) ◽  
pp. 1722-1728 ◽  
Author(s):  
Leen Haerens ◽  
Carine Vereecken ◽  
Lea Maes ◽  
Ilse De Bourdeaudhuij
Keyword(s):  
Physical Activity ◽  
Longitudinal Study ◽  
Dietary Habits ◽  
Sports Participation ◽  
Fifth Grade ◽  
Dietary Behaviours ◽  
The Mean ◽  
Relationship Of ◽  
The Relationship ◽  
Frequency Of Sports Participation

AbstractObjectiveTo explore the relationship between several physical activity (PA) and dietary behaviours and BMI Z-score and to investigate the relationship between changes in these variables and in the BMI Z-score over a 4-year period from childhood to adolescence.DesignLongitudinal study in which children were included in the fifth grade and measured for four consecutive years. Dietary and PA behaviours as well as height and weight were measured by means of self-reported validated questionnaires.SettingFifty-nine Flemish elementary schools.SubjectsThe baseline sample consisted of 51·9 % boys and the mean age was 10 (sd 0·4) years. During the first measurement year (2002), data on 1670 fifth graders were gathered. These measurements were repeated after 1 (n 1557), 2 (n 1151) and 3 (n 807) years.ResultsSignificant inverse relationships with BMI Z-score were observed for frequency of breakfast consumption (β = −0·033, se = 0·012) and frequency of sports participation (β = −0·011, se = 0·004) across four time points. Significant inverse relationships between changes in BMI Z-score and changes in frequency of sports participation (β = −0·011, se = 0·006) and hours of physical education (PE; β = −0·052, se = 0·023) were observed, meaning that decreases in sports participation and hours spent in PE were associated with increases in BMI Z-score.ConclusionsThe present study provides an important insight into different dietary and PA behaviours related to (changes in) BMI Z-score during the transition from childhood to adolescence.

scholarly journals Hubungan Minat dan Tingkat Perhatian Orang Tua dengan Hasil Belajar IPS Peserta Didik di SMP Negeri 6 Palangka Raya

2013 ◽  
Vol 13 (1) ◽  
pp. 56-68
Author(s):  
Endang Sri Suyati
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Positive Relationship ◽  
Analysis Techniques ◽  
Public Middle School ◽  
Class Viii ◽  
Correlational Method ◽  
Relationship Of ◽  
The Relationship ◽  
Learning Data

This study aims to determine the relationship of interest and level of parents with social studies learning outcomes of students in Palangka Raya 6 Public Middle School. The research method used in this study is a correlational method. In this study the population of class VIII students was 252 people. So the researchers took a sample of 152 students. MANY in this study are called sample research. The variables in this study there are 3 (three) variables, namely the interest-free variables and the level of parents, while the variables are the results of social studies learning. Data writing techniques use questionnaire and test techniques, and analysis techniques are used multiple. From the data analysis, the results of the study were obtained. (1) There was a positive relationship between interest in learning and the results of social studies learning of students, with an explicit coefficient of rX1Y = 0.521. This correlation is significant in the population. (2) There is a positive relationship between parents with social studies learning outcomes of students, with a secret coefficient of rX2Y = 0.496. This correlation is significant in the population. (3) There is a positive relationship between interest and parents with social studies learning outcomes of students, with an explicit coefficient of R = 0.52 Fhit (27.04)> Ftab (3.07). This correlation is significant in the population.

The Relationship between Empathy and Responsibility Levels of 5th Grade Students: A Sample from Turkey

2018 ◽  
Vol 6 (4) ◽  
pp. 76
Author(s):  
Alper Yontar ◽  
Selma Yel
Keyword(s):  
Public Schools ◽  
Social Studies ◽  
Personal Information ◽  
Fifth Grade ◽  
Low Socioeconomic ◽  
Fifth Grade Students ◽  
Empathy Scale ◽  
High Level ◽  
Nonparametric Correlation ◽  
The Relationship

In the current study, it is aimed to examine the relationship between empathy and responsibility levelsof fifth grade students and for this purpose, the said relationship was examined in terms of gender, Social Studies achievement score and school socioeconomic level. The research is a correlational study and the universe of the study consisted of fifth graders from all state schools in six districts of Ankara (the capital of Turkey). The sample is 1079 fifth-grade students from 18 public schools in these districts. As data collection tools of the research, “Responsibility Scale for Children”, “Empathy Scale” and “Personal Information Form” were applied to the students. Descriptive statistics, independent groups t-test, parametric and nonparametric correlation analysis were used for data analysis (with SPSS 15.0). According to the results of the research, there is a positive, moderate and significant relationship between empathy and responsibility levels of students. The level of the relationship between empathy and responsibility levels of students is higher in males than in females. The students have the highest level of the relationship between empathy and responsibility levels is the group with middle Social Studies success, followed by those students who achieved success at a high level and who achieved success at a low level. The students from upper socioeconomic schools have the highest level of the relationship between empathy and responsibility levels. These are followed by those students from low socioeconomic schools and who from medium socioeconomic schools, respectively.

The Relationship of Strengthening Gift Of Christian’s Education Teacher With Students Learning Motivation for Class VI Students of SD Negeri 173105 Tarutung, North Tapanuli Regency Year 2019

2020 ◽  
Vol 18 (1) ◽  
pp. 187-194
Author(s):  
Andrianus Nababan
Keyword(s):  
Christian Education ◽  
Significant Relationship ◽  
Learning Motivation ◽  
Fifth Grade ◽  
Education Teacher ◽  
Fifth Grade Students ◽  
The Gift ◽  
Research Population ◽  
Relationship Of ◽  
The Relationship

ABSTRACTThe research is aimed to determine the relationship of strengthening the gift of Christian education teacher with students learning motivation for class vi students of sd negeri 173105 tarutung, north tapanuli regency year 2019.  The research hypothesis was that there was a positive and significant relationship of strengthening gift of Christian education teacher with students learning motivation for class vi students of sd Negeri 173105 tarutung, north tapanuli the regency year 2019.  This study used quantitative inferential research methods. The research population was all grade VI students of SD Negeri 173105 Tarutung who were Christian, amounting to 56 people. The research sample is taken the entire population so that this study is a population study. The research instrument was a closed questionnaire. The questionnaire trial was conducted on 10 fifth grade students at SD Negeri 173131 Tarutung.The research data were analyzed using descriptive and inferential statistical data analysis techniques with the following steps: 1) The relationship test found that r count r table was 0.673 0.266. It can be concluded that there is a positive relationship between Giving Strengthening with Learning Motivation of PAK Grade VI Students of SD Negeri 173105 Tarutung in 2019, 2) Significant test of the relationship is known that t count t table is 6.691 2,000. It can be concluded that there is a positive and significant relationship of strengthening the gift of Christian education teacher with students learning motivation for class vi students of sd negeri 173105 tarutung, north tapanuli the regency year 2019. Kata Kunci: Strengthening Gift, Students Learning Motivation

From Charisma to Routinization and Beyond

2017 ◽  
Author(s):  
Austin Sarat
Keyword(s):  
Social Studies ◽  
Cultural Production ◽  
Cultural Analysis ◽  
Law And Literature ◽  
Literary Study ◽  
The Third ◽  
Legal Thinking ◽  
Relationship Of ◽  
The Relationship ◽  
The Way

This chapter argues that the charismatic period of law and literature scholarship and the days when some turned to literature as a template for legal thinking are long gone. It identifies three possible futures for law and literature. One would see the field emphasizing its distinctiveness and resisting incorporation into broader interdisciplinary explorations of law. The second would see the field embedded in broader analysis of the relationship of law and cultural production. The third involves pushing the boundaries of law and literary study beyond the humanities and culture. This law as performance perspective brings literary and cultural analysis together with social studies of the way law performs in a variety of domains. The chapter concludes that the brightest future for the field is one in which the distinctiveness of law and literature scholarship fades so that its contribution to broader understandings of law can be enhanced.

Teacher Planning, Teacher Behavior, and Student Achievement

1978 ◽  
Vol 15 (3) ◽  
pp. 417-432 ◽  
Author(s):  
Penelope L Peterson ◽  
Ronald W Marx ◽  
Christopher M Clark
Keyword(s):  
Student Achievement ◽  
Social Studies ◽  
Student Outcomes ◽  
Teacher Behavior ◽  
Experienced Teachers ◽  
Teacher Planning ◽  
Attitude Measures ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship

This study investigated individual differences in teacher planning and the relationship of teacher planning to teacher behavior and student achievement. Each of 12 experienced teachers taught a social studies lesson to three groups of junior high students (N=8 per group) randomly formed from 288 paid volunteers. Before teaching each group, teachers had 90 minutes to “think aloud” and plan the lesson. Teachers’ planning and teaching were recorded and coded. Students completed achievement and attitude measures after the lesson. Results indicated that generally, the greatest proportion of planning statements concerned the subject matter, but substantial differences occurred. Planning differences were related to teachers’ cognitive styles and abilities. Relationships between teacher planning, teacher behavior, and student outcomes also appeared.

Sign in / Sign up

Export Citation Format

Share Document