scholarly journals Family Socio-Economic Status, School Location and Students’ Eco-Friendly Knowledge, Attitude and Practices in Nigeria

2021 ◽  
Vol 6 (2) ◽  
pp. 174-185
Author(s):  
Ramoni Afolabi Olubela
Keyword(s):  
Socioeconomic Status ◽  
Environmental Education ◽  
Family Background ◽  
Economic Status ◽  
Attitude Scale ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Income Source ◽  
School Location ◽  
Family Socioeconomic Status

The school system, regardless of the level of operation, is generally accepted as a major agent of education. It provides avenues for interaction between students and teachers on subject matters. However, the location of the school determines many students’ knowledge, attitude and practices.  Also, there is an increasing awareness of the importance of the parents’ role in the progress and educational development of their children. Family background as an important and weighty factor in determining the academic performance attained by the student needs to be investigated. This study adopted a pre-test-post-test control group quasi-experimental design. Intact class of Junior Secondary School II Social Studies students in each of the six schools in Oyo state were randomly assigned to the experimental and control groups. Three validated instruments were used in this study, and they are the Environmental Education Knowledge Test (EEKT), Environmental Education Attitude Scale (EEAS) and Environmental Education Practice Questionnaire (EEPQ). The data were analyzed using Analysis of Covariance (ANCOVA) with the pretest scores used as covariates. All the null hypotheses were tested at a P < .05 level of significance. The study showed a significant two-way interaction effect of family socioeconomic status and school location on students’ eco-friendly knowledge, attitude and practices. It was recommended that schools should be kept safe and parents should develop more streams of income, as a single income source has become a great economic challenge in Nigeria. Keywords:  family socioeconomic status, school location, students’ eco-friendly knowledge, students’ eco-friendly attitude, students’ eco-friendly practices, school security, alternative income

scholarly journals Family Representations of Preschool Age Children Living in Families of Different Socio-Economic Status

2016 ◽  
Vol 21 (4) ◽  
pp. 83-101
Author(s):  
A.A. Shvedovskaya ◽  
T.Yu. Zagvozdkina
Keyword(s):  
Socioeconomic Status ◽  
Economic Status ◽  
Family Members ◽  
Well Being ◽  
Preschool Age ◽  
Family Socioeconomic Status ◽  
Her Family ◽  
Financial Anxiety ◽  
Economic Well Being ◽  
Family Representation

A child’s family representation is one of the crucial factors of psychological and social development in older preschoolers. The article emphasizes that the relationships between a child’s family socioeconomic status (SES) and family representation are mediated. Family members’ perception and evaluation of their socioeconomic status are conditioned with subjective economic well- being. It influences family functioning which, in its turn, conditions particular characteristics of a child’s emotional experiences in family situation and his/her family representations. The analysis of relationships between subjective economic well-being of family members and a child’s family representations demonstrates the trend to increase in severity of poor well-being markers in case of increase of parental markers of financial stress, financial deprivation and financial anxiety. An empirical classification of family representation types in children from families with various SES is provided. It includes positive family representation “Favorable family”, family representation with some elements of disharmony “Unstable family”, representation of a distant family “Distant family”, conflict family representation “Conflict family”, negative family representation “Unfavorable family”.

scholarly journals Learning Inequality in Francophone Africa: School Quality and the Educational Achievement of Rich and Poor Children

2020 ◽  
Vol 93 (3) ◽  
pp. 256-276
Author(s):  
Rob J. Gruijters ◽  
Julia A. Behrman
Keyword(s):  
Socioeconomic Status ◽  
Learning Outcomes ◽  
Social Inequalities ◽  
School Quality ◽  
Educational Achievement ◽  
Family Background ◽  
Well Being ◽  
African Countries ◽  
Unequal Distribution ◽  
Family Socioeconomic Status

Influential reports about the “learning crisis” in the global South generally pay insufficient attention to social inequalities in learning. In this study, we explore the association between family socioeconomic status and learning outcomes in 10 francophone African countries using data from the Programme for the Analysis of Education Systems, a standardized assessment of pupils’ mathematics and reading competence at the end of primary school. We start by showing that learning outcomes among grade 6 pupils are both poor and highly stratified. We then develop and test a conceptual framework that highlights three mechanisms through which family socioeconomic status might contribute to learning: (1) educational resources at home, (2) health and well-being, and (3) differences in school quality. We find that most of the effect of family background on learning outcomes operates through school quality, which results from a combination of the unequal distribution of resources (such as teachers and textbooks) across schools and high socioeconomic segregation between schools. On the basis of these results, we suggest that most countries in the region could improve equity as well as overall performance by “raising the floor” in school quality.

scholarly journals KONTRIBUSI STATUS SOSIAL EKONOMI KELUARGA DAN SIKAP KEBANGSAAN TERHADAP PRESTASI BELAJAR SEJARAH

2013 ◽  
Vol 17 (1) ◽  
pp. 106-126
Author(s):  
Soepardjo Soepardjo
Keyword(s):  
Socioeconomic Status ◽  
Random Sampling ◽  
Economic Status ◽  
Survey Method ◽  
Learning Achievement ◽  
Family Socioeconomic Status ◽  
Learning History ◽  
Socio Economic Status ◽  
History Learning ◽  
The Family

Penelitian ini bertujuan untuk mengetahui kontribusi 1) status sosial ekonomi keluarga terhadap prestasi belajar sejarah; 2) sikap kebangsaan siswa terhadap prestasi belajar sejarah; dan 3) status sosial ekonomi keluarga dan sikap kebangsaan secara bersama-sama terhadap prestasi belajar sejarah. Metode penelitian yang di-gunakan adalah metode survei dengan desain korelasional. Populasi penelitian 980 siswa. Sampel penelitian 245 siswa yang di-ambil dengan teknik random sampling. Pengumpulan data mengguna-kan tes dan kuesioner. Teknik analisis data menggunakan teknik korelasi dan regresi. Hasil penelitian menunjukkan bahwa 1) kontribusi positif dan signifikan status sosial ekonomi keluarga ter-hadap prestasi belajar sejarah; 2) kontribusi positif dan signifikan sikap kebangsaan terhadap prestasi belajar sejarah; 3) kontribusi positif dan signifikan status sosial ekonomi keluarga dan sikap kebangsaan terhadap prestasi belajar sejarah pada siswa SMU Muhammadiyah Kota Surakarta. Kata kunci: status sosial ekonomi, sikap kebangsaan, prestasi belajar sejarah ______________________________________________________________CONTRIBUTION OF FAMILY’S SOCIO-ECONOMIC STATUS AND NATIONALISM ATTITUDE TOWARD HISTORY LEARNING ACHIEVEMENT Abstract The study aims to determine: 1) family socioeconomic status on history learning achievement; 2) nationalism attitude toward students’ history learning achievement; and 3) family socio-economic status and nationalism attitude together towards achievement history. The research method used was a survey method with a correlational design. The study population was 980 students. 245 students sample were taken with random sampling technique. Data were collectied by using tests and questionnaires. The technique of data analysis used correlation and regression techniques. The results show that contribution of family socioeconomic status on history learning achievement was 9,02%. Contributions of nationalism attitudes toward achievement in learning history was 5.59% and the contribution of family socioeconomic status and attitudes nationalities together towards achievement history was 2.13%. From the result it can be concluded that there is a significant and positive contribution of 1) socio-economic status of the family; 2) nationalism attitudes; and3) socio-economic status of the family and national attitudes toward students learning history achievement at SMU Muhammadiyah Surakarta.Keywords: socioeconomic status, nationalitism attitude, history learning achievement

scholarly journals School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria

2021 ◽  
Author(s):  
Rose Jummai MUSA ◽  
Adeyemi Abiodun ADEYINKA
Keyword(s):  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Language Skills ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Location ◽  
Montessori Method ◽  
Edo State ◽  
Primary School Pupils

The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.

scholarly journals Persistent influence of family socioeconomic status on education in Britain over 95 years

2020 ◽  
Author(s):  
Sophie von Stumm ◽  
Sophie Nicole Cave ◽  
Paul Wakeling
Keyword(s):  
Socioeconomic Status ◽  
School Performance ◽  
Family Background ◽  
General Assumption ◽  
Learning Needs ◽  
Family Socioeconomic Status ◽  
Children's Education ◽  
Differential Learning ◽  
Children’S Education ◽  
Family Ses

In Britain and elsewhere, the influence of family socioeconomic status (SES) on education is already evident in primary school, and it persists and increases throughout the school years, with children from impoverished families earning lower grades and obtaining fewer educational qualifications than children from more privileged backgrounds. Reducing the effect of family background on children’s education is a pivotal aim of educators, policymakers, and researchers, but the success of their efforts is poorly evidenced to date. Here, we show for the first time that over 95 years in Britain the influence of family SES on children’s school performance has remained stable. Across 15 British population cohorts born between 1921 and 2011 (N = 83,249), we confirmed previous findings of a correlation between family SES and children’s school performance of .27 [95% Confidence Interval .21-.32], adjusted for cohort-specific confounders. However, contrary to the general assumption that family background inequality has increased over time, we observed only minimal differences in the association between family SES and school performance across British cohorts. We argue that education policies must prioritize equity in learning outcomes over equality in learning opportunities, if they seek to disrupt the perpetuation of social and economic inequality across generations. We speculate that the effect of family SES on children’s education will only noticeably weaken if primary education settings become better equipped to meet and remediate the children’s differential learning needs.

Caries Experience in Individuals with Cleft Lip and/or Palate in China

2010 ◽  
Vol 47 (1) ◽  
pp. 43-47 ◽  
Author(s):  
Wan Chun Zhu ◽  
Jin Xiao ◽  
Yuan Liu ◽  
Jun Wu ◽  
JiYao Li
Keyword(s):  
Socioeconomic Status ◽  
Dental Caries ◽  
Cleft Lip ◽  
Surgical Repair ◽  
Caries Experience ◽  
Control Group ◽  
Caries Prevalence ◽  
West China ◽  
Family Socioeconomic Status ◽  
Increased Risk

Objective To determine the levels of dental caries in subjects with cleft lip and/or palate in China in comparison with controls. Design A total of 380 subjects with cleft lip and/or palate and 339 noncleft control subjects were examined for dental caries using the decayed-missing-filled-teeth (DMFT/dmft) and decayed-missing-filled-surfaces (DMFS/dmfs) index. A questionnaire was used to acquire subjects' living habits and family socioeconomic status. Setting West China Stomatology Hospital, Sichuan University. Subjects Individuals between 3 and 25 years of age. Results Caries prevalence and scores for dmft/DMFT and dmfs/DMFS were significantly higher in subjects with cleft palates when compared with the noncleft control group ( p < .05), except 3- to 5-year-old children ( p > .05). However, in the 3- to 5-year-old group, children with cleft lip and/or palate had significantly more caries than children of the same age with only a cleft lip with or without alveolus ( p < .05). Children whose clefts had been surgically repaired had a lower dmft and dmfs than those whose clefts had not been surgically repaired ( p < .05). Conclusion Individuals with oral cleft are at an increased risk for dental caries. The types of cleft and the surgical repair are two important factors for dental caries.

Determinants of School Performance in Guatemala: Family Background Characteristics and Early Abilities

1993 ◽  
Vol 16 (1) ◽  
pp. 75-91 ◽  
Author(s):  
Kathleen S. Gorman ◽  
Ernesto Pollitt
Keyword(s):  
Socioeconomic Status ◽  
School Performance ◽  
Maternal Education ◽  
Family Background ◽  
Background Characteristics ◽  
School Enrolment ◽  
Family Socioeconomic Status ◽  
Class Differences ◽  
Cumulative Deficit ◽  
And Performance

The purpose of this study was to explore how two sets of antecedent variables contribute to variation in school enrolment and performance in four villages in rural Guatemala. Measures of preschool cognition and indicators of family socioeconomic status (maternal education level and house quality) predicted school enrolment for boys and girls. Similarly, for those who went to school, socioeconomic status and preschool abilities were associated with age-atentry, the number of grades passed and failed, and the maximum grade attained. Multivariate regression analyses indicate that preschool abilities, after controlling for indicators of family background, explain significant portions of variance in age of entry and other measures of school performance. The results are interpreted in the light of the cumulative deficit hypothesis which postulates that early environmental disadvantages increase over time. These data indicate that the school experience contributes to maintaining, rather than reducing, social class differences.

scholarly journals The effects of School location on students’ academic achievement in senior secondary physics based on the 5E learning cycle in Delta State, Nigeria

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Ikechuku Abamba
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Rural Students ◽  
Analysis Of Covariance ◽  
Learning Cycle ◽  
Control Group ◽  
School Students ◽  
School Location ◽  
Rural And Urban ◽  
Significant Difference

This study examined the effects of school location on secondary school students’ academic achievement in Physics based on the 5E learning cycle. The design of the study was a non – randomized prêt-test, post-test control group quasi-experimental design. The population of the study was 66,345. Two hundred and forty-three students were sampled from six schools.  Four hypotheses were tested at 0.05 level of significance. The hypotheses state that there is no significant difference in mean achievement scores in Physics between urban and rural students taught using 5E leaning cycle among others. The statistical tools used were mean, standard deviation and Analysis of Covariance (ANCOVA) were used in testing the hypotheses formulated. The result amongst others showed there is no significant difference between rural and urban students’ achievement taught using 5E learning circle (Fcal. (113) = F crit (0.005), p>0.05). Based on the findings, it was recommended among others, that 5E learning cycle be adopted in Nigeria secondary schools as a teaching method and that faculties of education in various schools of higher learning should ensure that 5E learning cycle is included as a method of teaching Physics

scholarly journals School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Rose Jummai MUSA ◽  
◽  
Adeyemi Abiodun ADEYINKA ◽  
Keyword(s):  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Language Skills ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Location ◽  
Montessori Method ◽  
Edo State ◽  
Primary School Pupils

The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.

scholarly journals Estonian late adolescents’ values: links with perceived care, school location, and family socioeconomic status

2021 ◽  
Vol 9 (1) ◽  
pp. 117-137
Author(s):  
Anni Tamm
Keyword(s):  
Socioeconomic Status ◽  
Late Adolescents ◽  
School Location ◽  
Family Socioeconomic Status

Uurimuse eesmärk oli välja selgitada, kuidas seostuvad hilisteismeliste väärtustega tajutud eakaaslaste ja õpetajate hoolivus, aga ka kooli asukoht ja pere sotsiaalmajandusliku staatuse näitajad. Uurimuses osales 528 kümnenda klassi õpilast (keskmine vanus 16,25). Nende väärtusi hinnati Schwartzi portreeküsimustikuga ning tajutud eakaaslaste ja õpetajate hoolivust kahe üksikväitega. Tulemused näitasid, et teismelised väärtustasid enim heasoovlikkust ja hedonismi. Väikelinna koolide õpilastele oli võim vähem oluline ning turvalisus olulisem kui suurlinna koolide õpilastele. Teismelised, kelle emal oli kõrgem haridus, pidasid kõikehaaravust vähem oluliseks kui need, kelle emal oli madalam haridustase. Kui eakaaslaste hoolivus teismeliste väärtustega ei seostunud, siis õpetajate hoolivus seostus enamiku väärtustega. Mida hoolivamatena tajuti õpetajaid, seda kõrgemalt väärtustati teiste inimeste heaolule, looduse hoidmisele ja reeglite järgimisele orienteeritud väärtusi.  Summary

Sign in / Sign up

Export Citation Format

Share Document