scholarly journals Duke of Edinburgh International Award Accomplishment and Academic Achievement: A Two Year Study in a Malaysian International School

2021 ◽  
Author(s):  
Brandon Yeo ◽  
Chee Hui Yap
Keyword(s):  
Academic Achievement ◽  
Outdoor Education ◽  
Time Frame ◽  
International School ◽  
Exit Exam ◽  
Learning Framework ◽  
International Award ◽  
Peer Network ◽  
The Hours ◽  
The Impact

The Duke of Edinburgh’s International Award is a non-formal outdoor education and learning framework that is mentioned frequently and widely in publications, however, little or no literature have compared the impact of DofE completion to students’ academic accomplishment. This study looks at the hours of contribution in the DofE program and individual participants studying in Fairview International School on a two-year time frame and its relationship with their academic achievement on the exit exam. Spearman correlation indicates the hours contributed by the students in the Service section of the DofE could be correlated to their academic accomplishment in English and Business Subjects. Clustering Analysis also indicates that students that contribute similar hours in their DofE also tend to perform similarly in their IGCSE results. Thus, we speculated that DofE could be good intermediary training for the student’s executive functions, and the peer network created pursuing the DofE process also allows them to gain useful social capital that allows them to succeed academically

scholarly journals Duke of Edinburgh International Award Accomplishment and Academic Achievement: A Two Year Study in a Malaysian International School

2021 ◽  
Author(s):  
Brandon Yeo ◽  
Chee Hui Yap
Keyword(s):  
Academic Achievement ◽  
Outdoor Education ◽  
Time Frame ◽  
International School ◽  
Exit Exam ◽  
Learning Framework ◽  
International Award ◽  
Peer Network ◽  
The Hours ◽  
The Impact

The Duke of Edinburgh’s International Award is a non-formal outdoor education and learning framework that is mentioned frequently and widely in publications, however, little or no literature have compared the impact of DofE completion to students’ academic accomplishment. This study looks at the hours of contribution in the DofE program and individual participants studying in Fairview International School on a two-year time frame and its relationship with their academic achievement on the exit exam. Spearman correlation indicates the hours contributed by the students in the Service section of the DofE could be correlated to their academic accomplishment in English and Business Subjects. Clustering Analysis also indicates that students that contribute similar hours in their DofE also tend to perform similarly in their IGCSE results. Thus, we speculated that DofE could be good intermediary training for the student’s executive functions, and the peer network created pursuing the DofE process also allows them to gain useful social capital that allows them to succeed academically

Coming-of-Age Cinema in New Zealand

2017 ◽  
Author(s):  
Alistair Fox
Keyword(s):  
Coming Of Age ◽  
Belief Systems ◽  
Time Frame ◽  
New Wave ◽  
Art Cinema ◽  
Literary Sources ◽  
French New Wave ◽  
Significant Phenomenon ◽  
The Impact ◽  
New Zealanders

This book investigates the coming-of-age genre as a significant phenomenon in New Zealand’s national cinema, tracing its development from the 1970s to the present day. A preliminary chapter identifies the characteristics of the coming-of-age film as a genre, tracing its evolution and the influence of the French New Wave and European Art Cinema, and speculating on the role of the genre in the output of national cinemas. Through case studies of fifteen significant films, including The God Boy, Sleeping Dogs, The Scarecrow, Vigil, Mauri, An Angel at My Table, Heavenly Creatures, Once Were Warriors, Rain, Whale Rider, In My Father’s Den, 50 Ways of Saying Fabulous, Boy, Mahana, and Hunt for the Wilderpeople, subsequent chapters examine thematic preoccupations of filmmakers such as the impact of repressive belief systems and social codes, the experience of cultural dislocation, the expression of a Māori perspective through an indigenous “Fourth Cinema,” bicultural relationships, and issues of sexual identity, arguing that these films provide a unique insight into the cultural formation of New Zealanders. Given that the majority of films are adaptations of literary sources, the book also explores the dialogue each film conducts with the nation’s literature, showing how the time frame of each film is updated in a way that allows these films to be considered as a register of important cultural shifts that have occurred as New Zealanders have sought to discover their emerging national identity.

Students’ Management to Increase the Character and Achievement in MAN 2 Banjarnegara

2018 ◽  
Vol 2 ◽  
Author(s):  
Sidik Wibowo Akhmad
Keyword(s):  
Academic Achievement ◽  
Extracurricular Activities ◽  
Selection Process ◽  
Skill Test ◽  
Spare Time ◽  
New Students ◽  
Strong Motivation ◽  
Character Building ◽  
The Impact ◽  
Enrollment Process

The purpose of this study was to describe the students’ management in increasing the character and achievement in MAN 2 Banjarnegara including: (1) the enrollment process of new students, (2) guiding students through discipline, noble character building, academic and non-academic achievement, and (3) the impact of character building and the achievement for students MAN 2 Banjarnegara. This research implemented descriptive qualitative approach. The data collection techniques were in-depth interview, observation, and documentation study. The validity of the data used three criteria; namely credibility, dependability, and conformability. The findings of this study were: The first, the enrollment process of the new students was made a breakthrough during the registration of academic and non-academic achievement of scholarships, the selection process was conducted through the value of official learning reports, certificate of championship/achievement, academic potential test and non-academic, and also the skill test. For the students who passed the selection process were supposed to sign the achievement contract during the learning process at MAN 2 Banjarnegara. The second, the character building was done by the concept of habituation and activities program that were integrated in curricular and extracurricular activities. The third, students who joined the academic and non-academic achievement programs at MAN 2 Banjarnegara had strong motivation, spirit of competition to achieve higher achievement and more focus on self-development and they could anticipate the usage of spare time for positive things/activities.

Self-Esteem and Loneliness as Predicting Factors of Arab Children Achievement İn Kuala Lumpur

2015 ◽  
Vol 5 (1) ◽  
pp. 199 ◽  
Author(s):  
Asma'a Abdel Fattah Alhoot ◽  
Ssekamanya Sıraje Abdallah
Keyword(s):  
Academic Achievement ◽  
Relevant Literature ◽  
Self Esteem ◽  
Kuala Lumpur ◽  
Arab Children ◽  
Predicting Factors ◽  
Two Factors ◽  
Arab Schools ◽  
And Gender ◽  
The Impact

Taking into consideration the fact that self-esteem and loneliness have an even more important role to play in students' learning, this study seeks to examine the correlation of these two factors with children academic performance. The study involved 499 (grade 4 to grade 9) Arab children studying at Arab schools in Kuala Lumpur-Malaysia. Data were collected via two questionnaires (one for loneliness and the other for self-esteem). The correlational data analysis yielded a negative correlation between loneliness and academic achievement while there is a positive correlation between self-esteem and achievement. Results also suggested that there is no correlation between students' gender, age, and academic achievement. Furthermore, the results revealed that self-esteem is a good predictor of achievement while loneliness and gender are not good predictors. The findings of the present study are discussed in relation to the relevant literature, taking into consideration the impact of children mental health on their academic achievement. Finally, recommendations for further research are presented.

Integrating UNSDG in International School’s Curriculum: Nurturing a Sustainable Society in Malaysia

GIS Business ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 194-212
Author(s):  
Urish Wynton Pillai Thomas ◽  
Dr. Syriac Nellikunnel Devasia ◽  
Dr Parameswaran Subrmanian ◽  
Dr Maria Josephine Williams ◽  
Dr Hanim Norza Baba
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
International Schools ◽  
School Curriculum ◽  
International School ◽  
Full Time ◽  
Sustainable Society ◽  
Development Goals ◽  
The Impact ◽  
Nonparametric Correlation

The purpose of this study is to evaluate the impact of integrating Sustainable Development Goals (SDG) into International School Curriculum, and to adapt Education for Sustainable Development using Ajzen’s theory of planned behaviour, Roger’s diffusion of innovation theory and Stern’s value belief norm (VBN) theory to nurture a sustainable society. The study narrowed five development goals; Zero Hunger (SDG 2), Clean Water and Sanitation (SDG 6), Sustainable Cities and Communities (SDG 11), Climate Change (SDG 13) and Life on Land (SDG 15) to evaluate the impact towards international school’s curriculum in order to nurture a sustainable society. Data was collected from 105 teachers from 5149 full time teachers in International Schools in Malaysia. The questionnaire focusses on indicators from Sustainable Development Goals and funnelled down to understand whether these indicators will impact the objective of these research, which is to nurture a sustainable society through integrating SDGs in International School Curriculum. The data was analyzed through SPSS application where correlation test were conducted and produce nonparametric correlation results in p<0.001 which indicate a very high significant of relationship between SDGs and sustainable society.

scholarly journals Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton ◽  
Dina Abdel Salam El-Dakhs ◽  
Heba Elmenshawy
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Success Factors ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Word Knowledge ◽  
Academic Vocabulary ◽  
Vocabulary Size ◽  
Two Factors ◽  
The Impact

AbstractThis study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.

scholarly journals The Impact of Academic Achievement and Parental Practices on Depressive Symptom Trajectories Among Chinese Adolescents

2021 ◽  
Author(s):  
Xingna Qin ◽  
Tessa Kaufman ◽  
Lydia Laninga-Wijnen ◽  
Ping Ren ◽  
Yunyun Zhang ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Depressive Symptoms ◽  
Depressive Symptom ◽  
Autonomy Support ◽  
Psychological Control ◽  
Chinese Adolescents ◽  
Parental Practices ◽  
Symptom Trajectories ◽  
Symptom Profile ◽  
The Impact

AbstractThough depressive symptoms tend to increase in early adolescence, the trajectories of these symptoms may vary strongly. This longitudinal study investigated the extent to which the distinct developmental trajectories of depressive symptoms were predicted by adolescents' academic achievement and perceived parental practices in a sample of Chinese young adolescents (N = 2,576). The results showed four trajectory profiles of depressive symptoms: low-stable (75%), low-increasing (11%), high-stable (9%), and high-decreasing (5%). Adolescents with high academic achievement were more likely to be classified into the low-stable, low-increasing, and high-decreasing profiles than into the high-stable depressive symptom profile. Moreover, students who perceived greater parental autonomy support were more likely to be in the low-stable and low-increasing profiles than the high-stable profile, whereas adolescents perceiving more parental psychological control had higher odds of being in the low-increasing rather than the low-stable profile. Parental educational involvement was unrelated to students' depressive symptom trajectories. In sum, Chinese adolescents with higher academic achievement and who perceived more parental autonomy support, and less psychological control, were at lower risk of experiencing depressive symptoms.

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