scholarly journals Technological Factors That Influence the Mathematics Performance of Secondary School Students

Mathematics ◽  
2020 ◽  
Vol 8 (11) ◽  
pp. 1935
Author(s):  
Melchor Gómez-García ◽  
Hassan Hossein-Mohand ◽  
Juan Manuel Trujillo-Torres ◽  
Hossein Hossein-Mohand ◽  
Inmaculada Aznar-Díaz
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Phone Calls ◽  
Education Levels ◽  
Information And Communication ◽  
Internet Searches ◽  
At Home

Although the value of information and communication technology (ICT) is positive and its use is widespread, its potential as a teaching tool in mathematics is not optimized and its methodological integration is rare. In addition, the availability of ICT resources in schools is positively associated with the academic success of students, and the availability of ICT resources at home is negatively associated with their success. To determine the relationships among academic performance, uses, and available ICT resources, a total of 2018 secondary school students participated in the present study. The uses and available ICT resources, and the learning of mathematics and ICT, were evaluated using a validated 11-item questionnaire. Statistical analysis reveals that, of the secondary education levels, the lowest results are observed in the third year. A total of 64% of students affirm that they use ICT at home to study mathematics. In addition, 33.61% of the students affirm that they use their mobile phones frequently while studying at home. However, it should be noted that between 23.80% and 28.44% affirm that they dedicate more than 4 h per day to phone calls. Educational level is a predictor of academic performance in mathematics associated with students’ uses of ICT. The scores indicate that the computer is generally used for Internet searches, thus, limiting the use of ICT for educational purposes. Furthermore, there is a difference regarding gender.

scholarly journals LOS ESTILOS DE PENSAMIENTO Y ESTILOS DE EDUCACIÓN PARENTAL EN EL RENDIMIENTO ACADÉMICO

PARADIGMA ◽  
2020 ◽  
pp. 785-811
Author(s):  
Marling Rosario Brito ◽  
Freddy Rojas Velásquez ◽  
Juan Bolívar López
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Secondary School ◽  
Secondary School Students ◽  
Parental Education ◽  
Family Education ◽  
Thinking Styles ◽  
School Students ◽  
Didactic Training ◽  
Para Determinar

Los estilos de educación parental y los estilos de pensamiento son factores que pueden afectar la vida académica. El objetivo de este estudio se centró en realizar un análisis de esos factores y verificar si existe alguna relación de éstos con el desempeño académico. Para ello, se seleccionaron 139 estudiantes de educación secundaria a los que se les aplicaron los cuestionarios que definían a ambos estilos y se analizaron para determinar si existía alguna asociación entre estas variables. Los resultados destacan una relación significativa a favor del estilo de educación familiar Democrático, y entre los estilos de pensamiento Ejecutivo y Jerárquico con el rendimiento académico. Los resultados obtenidos permiten plantear el diseño de Programas de Educación Familiar para padres y de Entrenamiento Didáctico para profesores de manera que se fomente en el estudiante adolescente un mejor proceso de socialización y respuesta a las tareas para su éxito académico.Palabras clave: Estilos de Pensamiento; Estilos de Educación Parental, Estilos de Educación Familiar, Rendimiento Académico.Estilos de Pensamento e Estilos de Educação Parental no Desempenho AcadêmicoResumoEstilos de educação parental e estilos de pensamento são fatores que podem afetar a vida acadêmica. O objetivo deste estudo foi realizar uma análise desses fatores e verificar se há alguma relação entre eles e o desempenho acadêmico. Para isso, foram selecionados 139 alunos do ensino médio aos quais os questionários que definiam os dois estilos foram aplicados e analisados para determinar se havia alguma associação com o desempenho acadêmico. Os resultados destacam uma relação significativa a favor do estilo de educação familiar democrata e entre os estilos de pensamento executivo e hierárquico e o desempenho acadêmico. Os resultados obtidos nos permitem propor o desenho de Programas de Educação Familiar para pais e Treinamento Didático para professores, para que seja incentivado um melhor processo de socialização e resposta às tarefas para o seu sucesso acadêmico.Palavras chave: Estilos de Pensamento; Estilos de Educação Parental, Estilos de Educação Familiar, Desempenho Acadêmico.Thinking Styles and Styles of Parental Education in Academic PerformanceAbstractParental education styles and thinking styles are factors that can affect academic life. The objective of this study focused on conducting an analysis of these factors and verifying whether there is any relationship between them and academic performance. For this, 139 secondary school students were selected to whom the questionnaires defining both styles were applied and analyzed to determine if there was any association with academic performance. The results highlight a significant relationship in favor of the Democratic family education style, and between Executive and Hierarchical thinking styles with academic performance. The results obtained allow us to propose the design of Family Education Programs for parents and Didactic Training for teachers so that a better process of socialization and response to the tasks for their academic success is encouraged in the adolescent student.Keywords: Thinking Styles; Parental Education Styles, Family Education Styles, Academic Performance.

scholarly journals LOS ESTILOS DE PENSAMIENTO Y ESTILOS DE EDUCACIÓN PARENTAL EN EL RENDIMIENTO ACADÉMICO

PARADIGMA ◽  
2020 ◽  
pp. 785-811
Author(s):  
Marling Rosario Brito ◽  
Freddy Rojas Velásquez ◽  
Juan Bolívar López
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Secondary School ◽  
Secondary School Students ◽  
Parental Education ◽  
Family Education ◽  
Thinking Styles ◽  
School Students ◽  
Didactic Training ◽  
Para Determinar

Los estilos de educación parental y los estilos de pensamiento son factores que pueden afectar la vida académica. El objetivo de este estudio se centró en realizar un análisis de esos factores y verificar si existe alguna relación de éstos con el desempeño académico. Para ello, se seleccionaron 139 estudiantes de educación secundaria a los que se les aplicaron los cuestionarios que definían a ambos estilos y se analizaron para determinar si existía alguna asociación entre estas variables. Los resultados destacan una relación significativa a favor del estilo de educación familiar Democrático, y entre los estilos de pensamiento Ejecutivo y Jerárquico con el rendimiento académico. Los resultados obtenidos permiten plantear el diseño de Programas de Educación Familiar para padres y de Entrenamiento Didáctico para profesores de manera que se fomente en el estudiante adolescente un mejor proceso de socialización y respuesta a las tareas para su éxito académico.Palabras clave: Estilos de Pensamiento; Estilos de Educación Parental, Estilos de Educación Familiar, Rendimiento Académico.Estilos de Pensamento e Estilos de Educação Parental no Desempenho AcadêmicoResumoEstilos de educação parental e estilos de pensamento são fatores que podem afetar a vida acadêmica. O objetivo deste estudo foi realizar uma análise desses fatores e verificar se há alguma relação entre eles e o desempenho acadêmico. Para isso, foram selecionados 139 alunos do ensino médio aos quais os questionários que definiam os dois estilos foram aplicados e analisados para determinar se havia alguma associação com o desempenho acadêmico. Os resultados destacam uma relação significativa a favor do estilo de educação familiar democrata e entre os estilos de pensamento executivo e hierárquico e o desempenho acadêmico. Os resultados obtidos nos permitem propor o desenho de Programas de Educação Familiar para pais e Treinamento Didático para professores, para que seja incentivado um melhor processo de socialização e resposta às tarefas para o seu sucesso acadêmico.Palavras chave: Estilos de Pensamento; Estilos de Educação Parental, Estilos de Educação Familiar, Desempenho Acadêmico.Thinking Styles and Styles of Parental Education in Academic PerformanceAbstractParental education styles and thinking styles are factors that can affect academic life. The objective of this study focused on conducting an analysis of these factors and verifying whether there is any relationship between them and academic performance. For this, 139 secondary school students were selected to whom the questionnaires defining both styles were applied and analyzed to determine if there was any association with academic performance. The results highlight a significant relationship in favor of the Democratic family education style, and between Executive and Hierarchical thinking styles with academic performance. The results obtained allow us to propose the design of Family Education Programs for parents and Didactic Training for teachers so that a better process of socialization and response to the tasks for their academic success is encouraged in the adolescent student.Keywords: Thinking Styles; Parental Education Styles, Family Education Styles, Academic Performance.

Image of Self, Schoolmates, Parents, and Adults among Wolof Adolescents

1982 ◽  
Vol 50 (3) ◽  
pp. 707-714
Author(s):  
Michel Vandewiele
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Physical Appearance ◽  
School Students ◽  
Perception Of Self ◽  
Age Range ◽  
At Home

This study investigated 695 Wolof secondary school students' (176 girls, 519 boys, age range from 17 to 20 yr.) perception of self, family, comrades and adults in general by a questionnaire. (a) Subjects were twice less worried about their physical appearance than about their psychological makeup. (b) Subjects' criticisms were levelled mainly at adults in general and less at themselves. (c) There was a greater concern for the family's poverty and a preference for perfect harmony at home. (d) Kindness was the most appreciated quality in comrades. (e) Concerning adults, opinion was evenly divided. Some appreciate their advice and kindness, others hate their vices and intolerance; however, when requested to choose between a status of adolescence or of adulthood, subjects anticipated fear of the heavy responsibilities of adults often coupled with a thirst for independence, a desire to keep up their families, and have their own families as well.

Access to information technology of households and secondary school students in Turkey

2021 ◽  
pp. 026666692110089
Author(s):  
Nejat İra ◽  
Mehmet Yıldız ◽  
Gamze Yıldız ◽  
Eylem Yalçınkaya-Önder ◽  
Ali Aksu
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Secondary School Students ◽  
Communication Technologies ◽  
Access To Information ◽  
School Students ◽  
National Education ◽  
Internet Connection ◽  
Teachers And Students ◽  
Information And Communication

The aim of the study was to investigate secondary school students’ and teachers’ access to information technologies in Turkey by making interregional comparisons. Document analysis of the qualitative research methods was employed to analyze the reports issued by the Turkish Ministry of National Education, the Turkish Statistical Institute (TUIK), and the Programme for International Student Assessment (PISA). The results of the research revealed the importance of access to information and communication technologies for both students and teachers: 67.9% of the participating students were found to have Internet connection and 69.1% a computer in their homes, while 80.3% of the students were observed to use a computer outside the school, but 19.7% were not. The results also showed that 64.6% of the students have Internet connection in their classrooms, but 29.2% of these students do not use the Internet in the classroom, whereas 8.9% use it in the classroom all the time. The rate of students using a digital device for reading is 38.1%, while that of those not using one is 61.9%. Some 32.1% of secondary school students were revealed not to have Internet connection at home. Additionally, 77% of teachers were not trained in online teaching prior to the COVID-19 pandemic. Based on the findings, teachers can be suggested to develop projects – i.e., of TUBITAK, E-twinning, and Erasmus – which potentially encourage students to use information and communication technologies so that both teachers and students can benefit from them. It is also suggested that the Ministry of National Education should work on improving the information communication technology competencies of teachers and students. Besides, policies should be developed to eliminate regional differences in terms of access to digital resources and technology in terms of equal opportunities and opportunities.

FISHING ACTIVITIES AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN RACHUONYO NORTH SUB-COUNTY, KENYA

2017 ◽  
Vol 5 (7) ◽  
pp. 109-117
Author(s):  
GRACE AUMA OJIJO ◽  
Lucy Kibera
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary Students ◽  
Secondary School Students ◽  
Basic Education ◽  
School Attendance ◽  
Primary Data ◽  
School Students ◽  
The Government

This study investigated the influence of fishing related activities on academic performance of secondary school students in Rachuonyo North Sub-County. The specific objectives were to examine the activities associated with fishing and determine how they influenced academic performance of secondary students in the Sub-County. The study targeted students and principals of the 49 secondary schools in Rachuonyo North Sub-county. The research used simple random sampling to select 14 public secondary schools and 20 Form Three students from each of the sampled schools. The total sample size was 292 respondents. Primary data was collected and analysed using quantitative and qualitative methods and then presented in tables in percentages. Data analysis was done using SPSS and the Microsoft Excel software. The study established that students participated in fishing activities while attending school. Major fishing activities that students engaged in included: actual fishing an agreement  index of 82.9% of students; repairing of fishing nets which was supported by 74.2% of students; setting of nets in the lake which was supported by 84.4% of students; and removal of fish from the nets which was agreed to by 83.9% of students. Some (91.7%) of the students believed that their counterparts who engaged in fishing activities tended to perform poorly in their classwork.  The study has recommended that parents, School Boards of Management and the communities along the beaches collaborate with each other in order to keep students from engaging in fishing activities for this likely to improve school attendance and academic performance of students. The Government should enforce compulsory basic education as well as provide it free to all children at this level of education.

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