The Importance of Counseling Basic Skills for the Councelors in School

2018 ◽  
Author(s):  
Nova Erlina ◽  
Syafrimen Syafril ◽  
Norhayati Mohd. Noor ◽  
Jusnimar Umar
Keyword(s):  
Social Science ◽  
Grade Point Average ◽  
Quantitative Method ◽  
Basic Skills ◽  
Counseling Session ◽  
Grade Point ◽  
Faculty Of Education ◽  
Teachers Training

Basic competence used during counseling session is the development of trained skills and experienced obtained by counselor candidate during their education. To obtain the skills the counselors have to seriously pass some training phases. This study is aimed at finding out the basic competence possessed by counselor candidate during counseling session in Faculty of Education and Teachers Training in Islamic University of Raden Intan Lampung. This research applied quantitative method, involving 145 of final year students who were randomly selected. Data was collected by distributing the questionnaire of counseling basic competence and analyzed by using descriptive statistic aided by Statistics Package for Social Science (SPSS version 22.0). Generally the findings of the study reveals that the counseling basic competence possessed by the counselor candidates is placed on Average/Simple level. The study also shows that there is no difference competence pursuant to gender and Grade Point Average (GPA) achieved by the object of the study. It implies that the basic competence in conducting counseling session is extremely important and prominent prossesed by the counselors in schools.

scholarly journals Testing the Effect of a Cohort Grouping Model as a Form of Instructional Grouping in Teacher Education

2002 ◽  
Vol 32 (2) ◽  
pp. 27-46
Author(s):  
Lily Dyson ◽  
Betty Hanley
Keyword(s):  
Teacher Education ◽  
Grade Point Average ◽  
Social Adjustment ◽  
Group Differences ◽  
Teacher Education Programs ◽  
Grade Point ◽  
Cohort Group ◽  
University Adjustment ◽  
Faculty Of Education ◽  
Academic Year

The study examined the effect of cohort grouping as a form of delivering teacher education programs on student social adjustment and acadmic performance. A sample of 94 students entering a Canadian Faculty of Education was divided into two groups: the cohort (n = 46) and the non-cohort group (n = 48). The former shared five courses and learned together from the same instructors for the academic year, and the latter took courses individually. The results showed that while there were no group differences on the measures of social support, self-efficacy, and university adjustment, the non-cohort group made greater gains than the cohort group in the academic performance as measured by the grade point average (GPA) over the academic year.

scholarly journals Interest to be Teacher and Cumulative Grade Point Average (CGPA) Analyzed by the Admissions of UIN Syarif Hidayatullah Jakarta

2016 ◽  
Vol 3 (1) ◽  
pp. 107-120
Author(s):  
Ahmad Sofyan
Keyword(s):  
Grade Point Average ◽  
Educational Background ◽  
Female Students ◽  
Survey Method ◽  
Education Department ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Sample Data ◽  
Teachers Training ◽  
Factual Data

Abstract This study aims to explore the interest to be teacher for FITK (Faculty of Tarbiyah and Teachers Training) students associated with the other types of variables such as gender, origin of High School, Cumulative Grade Point Average (CGPA), and the admission types to UIN Syarif Hidayatullah Jakarta. A survey method was administered to students in Science Education department from three courses, by200 people as samples. The instruments were an open questionnaire to record the factual data and an enclosed questionnaire to asses their interest. The data analysis employed the descriptive and inferential techniques. The results showed that the students’ interest to be teacher is quite high. There was no interest different between male and female students based on the educational background and the entrance types to UIN. Even though based on gender women’s CGPA was relatively higher than men’s, generally, there was no distinction of students CGPA based on the educational background, and admission of UIN Jakarta.Abstrak Penelitian ini bertujuan untuk mengetahui minat mahasiswa FITK menjadi guru ditinjau dari berbagai latar belakang seperti jenis kelamin, asal SLTA, indeks Prestasi Kumulatif (IPK), dan jalur masuk UIN. Syarif Hidayatullah Jakarta. Penelitian ini difokuskan pada mahasiswa Jurusan Pendidikan IPA, dari 3 angkatan dengan sample data sebanyak 200 orang. Instrumen yang digunakan adalah kuesioner terbuka untuk mencatat data faktual dan kuesioner tertutup untuk menilai  minat mahasiswa.  Teknik analisis data ini bersifat deskriptif dan inferensial. Hasil penelitian menunjukan bahwa minat mahsiswa menjadi guru cukup tinggi. Tidak ditemukan perbedaan minat antara mahasiswa dan mahasiswi yang didasarkan pada asal sekolah SLTA dan jalur masuk UIN. Meskipun berdasarkan  pengelompokan IPK  sesuai jenis kelamin yang relatif lebih tinggi adalah perempuan, secara umum, tidak terdapat perbedaan IPK mahasiswa berdasarkan latar belakang pendidikan dan  jalur masuk UIN. How to Cite : Ahmad Sofyan. (2016). Interest to be Teacher and Cumulative Grade Point Average (CGPA) Analyzed by the Admissions of Uin Jakarta. TARBIYA: Journal Of Education In Muslim Society, 3(1), 107-120. doi:10.15408/tjems.v3i1.3407. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i1.3407

scholarly journals Impact of Socio-economic Factors on Undergraduate Students’ Academic Performance in Bangladesh: A Case Study at Social Science Faculty, University of Dhaka

2021 ◽  
pp. 147-157
Keyword(s):  
Academic Performance ◽  
Social Science ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Economic Factors ◽  
Science Faculty ◽  
Grade Point ◽  
Class Attendance ◽  
Cumulative Grade Point Average ◽  
Socio Economic Factors

This study attempts to identify the potential impacts of socio-economic factors on undergraduate students’ academic performance in Bangladesh. In this study, cross-sectional primary data have been collected from 300 randomly selected undergraduate students of the Social Science faculty, University of Dhaka. Among them, 164 are male students and 136 are female students. Sample students have been selected randomly through a simple random sampling method and a structured questionnaire containing both closed and open-ended questions has been used to collect data. Analysis of Covariance (ANCOVA) model is used to find out the impacts of all these socio-economic variables on undergraduate students’ academic performance or CGPA (Cumulative grade point average). The OLS estimation technique is used for estimating slope coefficients of independent variables. The main findings of this study show that class attendance, study hour, previous academic results, university admission test scores, family income, father’s education, mother’s education, and group study have a positive and significant impact on under-graduate students’ CGPA (Cumulative grade point average). And the dummy variables of gender, participation of part time-job, and extra-curriculum activities have a negative impact on CGPA. By analyzing the findings of this paper, it can be concluded that the academic performance of undergraduate students can be improved by motivating students about their regular class attendance and per day study hours, providing strong educational basement at the school and college level, providing free adult education, giving financial support to the students of a poor family, ensuring ICT based education system and free internet access for both teachers and students.

scholarly journals Assessment of Academic Programs’ Quality from Student Perspective at Najran University

2017 ◽  
Vol 5 (1) ◽  
pp. 121
Author(s):  
Rula Ali Wahsheh
Keyword(s):  
Grade Point Average ◽  
Analytical Approach ◽  
Academic Programs ◽  
Faculty Members ◽  
Student Perspective ◽  
Grade Point ◽  
Study Population ◽  
Faculty Of Education ◽  
Academic Year

The current study aimed to identify the degree of assessing the quality of academic programs at Najran University from students’ perspective. Descriptive and analytical approach was adopted. The study population consisted of all students of the Faculty of Education in Najran University in Saudi Arabia, numbered (1380) students. The participants (296) students randomly selected, the author used the questionnaire as the tool of the study. The results showed that means of the assessment of the domain of faculty members at Najran University from students’ perspective was high. There are no statistically significant differences of the assessment of academic programs’ quality at Najran University from students’ perspective due to gender. Furthermore, there are statistically significant differences of the assessment of academic programs’ quality at Najran University from students’ perspective due to academic year and Grade Point Average (GPA).

University Dropout

2008 ◽  
Vol 29 (3) ◽  
pp. 134-147 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Nicolas Sander
Keyword(s):  
Grade Point Average ◽  
Structural Equation ◽  
Unobserved Heterogeneity ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Hands On ◽  
University Dropout ◽  
The Individual ◽  
A Prospective Study

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.

Relationships of the D 48 With Otis Iq and Grade Point Average

1973 ◽  
Vol 33 (2) ◽  
pp. 453-457 ◽  
Author(s):  
William A. McLaurin ◽  
Pauline Pendergrass ◽  
Sandra Kennedy
Keyword(s):  
Grade Point Average ◽  
Grade Point

Diploma Program Graduates’ CGPA as Predictor of Success in the Teachers’ Professional Licensing Written Exam Result with Gender Analysis

2017 ◽  
Vol 26 (4) ◽  
pp. 321-335
Author(s):  
Yoseph Shumi Robi
Keyword(s):  
Grade Point Average ◽  
Gender Analysis ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Professional Licensing ◽  
Valid Predictor ◽  
Predictor Of Success ◽  
Diploma Program ◽  
Graduating Students ◽  
Exam Result

The purpose of this study was to investigate the extent to which diploma graduates’ Cumulative Grade Point Average (CGPA) predicts their success in teachers’ professional licensing written exam result (TPLWER). A total of 588 graduating students (317 males and 271 females) were included in the study. Correlation, simple regression analyses, and independent sample t-test were employed on the data. The result revealed a statistical significant correlation between CGPA and TPLWER. CGPA appeared to be valid predictor of success of TPLWER and accounted for 33.40% of the variation in TPLWER. The results indicated statistically significant gender differences in diploma graduates’ CGPA and TPLWER.

Predictors of Academic Self-Concept for African American College Students

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
Grade Point Average ◽  
Self Concept ◽  
African American College Students ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Grade Point ◽  
Historically Black University

This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 ( Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty’s level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.

Attention Problems and Hyperactivity as Predictors of College Grade Point Average

2007 ◽  
Vol 11 (3) ◽  
pp. 368-373 ◽  
Author(s):  
Kerry A. Schwanz ◽  
Linda J. Palm ◽  
Sara A. Brallier
Keyword(s):  
Grade Point Average ◽  
Attention Problems ◽  
Grade Point
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