Teacher Professional Training and Student Academic Performance at an University from Lima, 2016 [Formación Profesional Docente y Rendimiento Académico en Estudiantes de una Universidad de Lima, 2016]

2019 ◽  
Vol 1 (2) ◽  
pp. 116
Author(s):  
Jorge Luis Torres Ugaz
Keyword(s):  
Veterinary Medicine ◽  
Academic Performance ◽  
Educational System ◽  
Professional Training ◽  
Student Academic Performance ◽  
Teacher Professional ◽  
Study Methodology ◽  
The Relationship

This work emphasizes the teaching work in the progress of the educational system. The objective was to determine the relationship between the Teacher Professional Training and the Academic Performance of the students of Veterinary Medicine and Zootechnics of an University of Lima, Perú. The study methodology was correlational, the sample was 6 teachers and 72 students. The teachers were surveyed and the students were evaluated through the minutes. A mean and direct correlation of 44.05% was obtained between the variables studied.

scholarly journals Effect of Teachers Training on students academic performance

2020 ◽  
Vol 8 (1) ◽  
pp. 10-14
Author(s):  
Muhammad Ikram ◽  
Abdul Hameed ◽  
Muhammad Imran
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Effective Teachers ◽  
Male And Female ◽  
Correlation And Regression Analysis ◽  
Female Teachers ◽  
Student Academic Performance ◽  
Student’S Performance ◽  
Teachers Training ◽  
The Relationship

Student’s performance is an outcome of effective teachers training. This study has been conducted to investigate the relationship between teachers training and student academic performance. The data has been collected from 260 respondents out of which 80 male and female teachers and 180 students of grade VIII of public schools by conducting survey at five point likert scale. The data has been analyzed by employing correlation and regression analysis. The results revealed that teacher's trainings has a significant effect on the students academic performance.

THE RELATIONSHIP BETWEEN COMFORT PERCEPTIONS AND ACADEMIC PERFORMANCE IN UNIVERSITY CLASSROOM BUILDINGS

2016 ◽  
Vol 11 (1) ◽  
pp. 108-117 ◽  
Author(s):  
Simi Hoque ◽  
Ben Weil
Keyword(s):  
Academic Performance ◽  
Environmental Temperature ◽  
Student Perception ◽  
Student Academic Performance ◽  
Air Speed ◽  
University Of Massachusetts ◽  
The University ◽  
Male University Students ◽  
The Relationship

This paper presents preliminary data on a series of building comfort experiments conducted in the field. We performed physical in-situ measurements and solicited responses from 409 (184 female; 225 male) university students in six different classrooms at the University of Massachusetts-Amherst during three seasons (fall, winter and spring). Our questions focused on student perception of comfort in varied environmental (temperature and humidity, and air speed) conditions. We collected records of student academic performance in the classes, correlating their comfort perceptions to their test scores. Statistical analysis of classroom environmental variables, thermal satisfaction, and student scores suggest that by enhancing thermal comfort, we can improve academic performance.

Perception of undergraduate from veterinary medicine course about sustainability in the training of the future veterinarian

2018 ◽  
Vol 6 (3) ◽  
pp. 32-41
Author(s):  
João Fernando Zamberlan ◽  
Kiara Nicole Jandrey ◽  
Camila Izabel Giacomolli ◽  
Maurício Paulo Batistella Pasini ◽  
Rafael Pivotto Bortolotto ◽  
...  
Keyword(s):  
Climate Change ◽  
Veterinary Medicine ◽  
Natural Resources ◽  
Professional Training ◽  
Educational Levels ◽  
The Future ◽  
Global Concern ◽  
The Subject ◽  
High Degree ◽  
The Relationship

In the last decades, sustainability has become the subject of many discussions mainly driven by the global concern over climate change and scarcity of natural resources. So, some measures were agreed in the major international rounds on the environment as well as on educationally planning of countries that have established a commitment to integrate sustainability in different educational levels. Hence, the objective of this study was to determine the importance given be by the veterinary medicine students about sustainability in their training. The study is descriptive with quantitative approach where the Likert scale questionnaire with 5 scales was used and applied to students of the last semesters of veterinary medicine in a university. Subsequently the data were tabulated and a general boxplot type graph was elaborated showing the distribution of data. Most students presented a high degree of agreement regarding the relationship between sustainability with professional training. It can be drawn the conclusion that it is important and necessary for the formation of the veterinarian of the future.

scholarly journals Exploring the Role of Malaysian Student’s Intrapreneurial Self-Capital in the Relationship between Satisfaction with Life, Academic Performance, and Flourishing

2020 ◽  
Vol 12 (2) ◽  
pp. 580
Author(s):  
Chua Bee Seok ◽  
Pan Lee Ching ◽  
Rosnah Ismail
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Satisfaction With Life ◽  
Mediating Effect ◽  
Self Concept ◽  
Student Academic Performance ◽  
The Relationship ◽  
Significant Direct Effect

Intrapreneurial self-capital is the construct coined by Di Fabio as a core of individual resources used to cope with career and life construction challenges. In this study, we used the model of Individual Differences in Evaluating Life Satisfaction (IDELS) to examine the mediating role of intrapreneurial self-capital in the relationship between life satisfaction and flourishing among Malaysian undergraduate students. The Intrapreneurial Self-Capital Scale (ISCS), Satisfaction with Life Scale (SWLS), and Flourishing Scale were administered to 665 undergraduate students from one of the public universities in Kota Kinabalu, Sabah, Malaysia. The results reported a significant direct effect of student satisfaction with life to flourishing. A significant path coefficient was also found from satisfaction with life and student academic performance to intrapreneurial self-concept providing the support that student satisfaction with life and academic performance has a positive effect on their intrapreneurial self-concept. The coefficients from intrapreneurial self-concept to flourishing was also significant. This provides initial support that an intrapreneurial self-concept may have a positive mediating effect on the relationship between satisfaction with life, academic performance, and flourishing. We found that the indirect effects of satisfaction with life and academic performance on flourishing through intrapreneurial self-concept were significant. These results provided further support for the mediating effect of intrapreneurial self-concept. The analysis also that revealed satisfaction with life was significantly and positively related to flourishing. However, the finding showed no significant direct effect of student academic performance on flourishing.

scholarly journals HEAD TEACHERS' SUPERVISION OF PROFESSIONAL DEVELOPMENT AND ACADEMIC PERFORMANCE IN EMBU AND MURANGA COUNTIES, KENYA

2020 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Jane Muchiri
Keyword(s):  
Professional Development ◽  
Academic Performance ◽  
Teacher Professional Development ◽  
Primary Schools ◽  
Role Theory ◽  
Policy Decision ◽  
Public And Private ◽  
Head Teachers ◽  
Teacher Professional ◽  
The Relationship

Supervision means overall duties performed by a head teacher which ensures teachers perform their expected roles in the transmission of knowledge and enhance academic performances. Academic performance in examinations has consistently declined in primary schools in Kenya and the world over. The objective of the study was to; assess the relationship between the head teacher’s supervision of professional development and academic performance in Embu and Muranga counties, Kenya. The study adopted the Role theory championed by Biddle. A descriptive survey research design was used. The Target Population was 14786 and comprised of head teachers and teachers. The researchers purposefully sampled 378 public and private primary schools. Simple random sampling was used to select 256 respondents. Data were collected using questionnaires, interviews, and observation. Reliability was ascertained by a pilot study which generated a Cronbach’s alpha coefficient of 0.93. Data were analysed using descriptive and inferential statistics, precisely, correlation computations. The findings of the study informed that the highest percentage of supervision 87.4percentwas the head teachers’ permission for teachers to attend seminars, workshops, and conferences. The least facilitated activity was the training of teachers by subject panels 60.3 percent. There was a negative correlation between head teachers' supervision and teacher professional development in public and private primary schools, at r=-.069<0 and P=0.602>0.05. The relationship was not statistically significant. The Supervision of teacher’s professional development was not strongly linked to academic performance. There should be a balance between the supervision of teacher professional development. Governments should allocate more funds towards professional development. The findings of the study will inform policy decision making in the education sector in Kenya and worldwide.

scholarly journals An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study

10.28945/2335 ◽  
2016 ◽  
Vol 15 ◽  
pp. 049-073 ◽  
Author(s):  
Thang Manh Tran ◽  
Dorian Stoilescu
Keyword(s):  
Educational System ◽  
Professional Training ◽  
Transmission Model ◽  
Educational Systems ◽  
Educational Strategies ◽  
Secondary Schooling ◽  
High Expectations ◽  
Teacher Professional ◽  
Ict Training ◽  
Traditional Pedagogy

This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.

scholarly journals Does Teacher Availability Matter?-Evidence from Uwezo East Africa Study Data

2016 ◽  
Vol 10 (1) ◽  
Author(s):  
Ishmael I. Munene ◽  
Sara J Ruto
Keyword(s):  
Academic Success ◽  
Professional Training ◽  
Study Data ◽  
Incentive Structure ◽  
School Students ◽  
Chi Square ◽  
Numeracy Skills ◽  
Teacher Professional ◽  
The Impact ◽  
The Relationship

Student academic achievement is a confluence of many variables. Among the most debate is the impact of teachers on students overall academic success. Teacher characteristics that have impact on students’ achievement include academic and professional training, self-efficacy, incentive systems and attendance to class. The current study presents findings on the relationship between teacher variables and primary school students’ achievement in literacy and numeracy skills derived from Uwezo survey data in Kenya, Tanzania and Uganda. Using chi-square correlation coefficient, the study established significant positive correlation between head teacher experience as well as teacher class attendance and student achievement in literacy and numeracy skills in the three countries. The study recommends the strengthening of teacher professional conditions and incentive structure in order improve and reinforce their continued stay in the school in order to enhance students’ learning outcomes.

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