scholarly journals Cognitive Engagement Games on Academic Performance in Mathematics of Pupils with Hearing Impairment in Imo State

2021 ◽  
Vol 3 (1) ◽  
pp. 25-31
Author(s):  
 Nwachukwu Kingsley Ezechinyere Okoro ◽  
Uloaku Nene ◽  
Anyanwu Chikodi Joy
Keyword(s):  
Academic Performance ◽  
Hearing Impairment ◽  
Cognitive Engagement ◽  
Imo State

Move Your Brain!

2021 ◽  
pp. 228-241
Author(s):  
María Pilar León ◽  
Alejandro Prieto-Ayuso
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Preschool Children ◽  
Cognitive Engagement ◽  
Physical Activities ◽  
Preschool Age ◽  
Cognitive Demands ◽  
Classroom Routines ◽  
Active Breaks

Active breaks have received great attention both among teachers and researchers and are used by those who pursuit to take advantage of all its benefits. Because of these benefits, many teachers or schools have incorporated active breaks into their daily classroom routines. However, to the authors' knowledge, there is not any program aimed entirely at preschool age. Also, the type of activities proposed in these programs are mostly mechanic with low cognitive engagement while some authors argue that cognitively engaging physical activity is more beneficial for cognitive and academic performance than mechanic activities. For these reasons, this chapter proposes a new active break program aimed at preschool children. This program, entitled “Move Your Brain,” will be composed of physical activities with inherent cognitive demands to challenge the children's brains.

Mediating effect of student engagement on social network sites and academic performance of medical students

2019 ◽  
Vol 39 (9/10) ◽  
pp. 899-910
Author(s):  
Ishfaq Hussain Bhat ◽  
Shilpi Gupta
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Student Engagement ◽  
Medical Students ◽  
Structural Equation ◽  
Cognitive Engagement ◽  
Mediating Effect ◽  
Content Type ◽  
The Social ◽  
The Relationship

Purpose In the recent times social media is considered as the most popular tool of communication among the students in India. Based on the assumption that the usage of social media is going to reinforce the academic performance among the medical students, the purpose of this paper is to investigate the mediating effect of student engagement on the use of SM and AP of medical students of India. Design/methodology/approach The students were selected from the top three public-funded medical colleges of India. Almost 250 medical students took part in the survey. A self-administered structured questionnaire was used for the collection of the data. Structural equation modelling was used for the analysis of the final data. Findings The results of the study show that student engagement is a multi-dimensional construct. It was found that the behavioural and emotional engagement did not mediate the relationship between usage of social media and academic performance, whereas, the cognitive engagement did mediate the relationship. The outcome of the study depicts that the usage of the social media has a potential impact on the learning environment and enhances the cognitive engagement among the medical students and eventually their academic performance. Research limitations/implications This paper contributes to the existing body of knowledge on the effectiveness of social media in higher education learning among medical students. Furthermore, the study also looks at the mediating effect of Student engagement between usage of social media and academic performance. This will be helpful for the educator to know how social media can be useful for conducive learning. Originality/value The usage of the social media is claimed to enhance learning among the students but there is hardly any empirical evidence of the same. Therefore, the present paper looks at the combined effect of two distinct sets of literature, i.e., the influence of usage of social media on student engagement, and student engagement and academic performance. Linking the two studies the present paper looks at the usage of the social media, student engagement and academic performance among the medical students of India.

scholarly journals INFLUENCE OF SOCIALIZATION ON ACADEMIC PERFORMANCE OF LEARNERS WITH HEARING IMPAIRMENT AT INCLUSIVE PRIMARY SCHOOLS IN KENYA: A CASE IN THAWABU PRIMARY OF NAIROBI CITY COUNTY

2020 ◽  
Vol 6 (6) ◽  
pp. 47
Author(s):  
Everlyne Achieng Owuor ◽  
Beatrice Bunyasi Awori ◽  
Syprine A. Otieno
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Language Learning ◽  
Hearing Impairment ◽  
Educational Change ◽  
Inclusive Education ◽  
Primary Schools ◽  
Incidental Learning ◽  
Unique Contribution ◽  
The Government

Purpose: This research aimed at determining the influence of socialization on performance of learners with hearing impairment at Thawabu Inclusive Public Primary School in Nairobi, Kenya. The objectives were to; establish modes of communication that promote socialization in an inclusive environment; establish strategies for boosting socialization to enhance academic performance; and establish challenges facing teachers in enhancing socialization to improve academic performance of learners with hearing impairment. Methodology: The research design was a case study design. Structured questionnaires and interviews were used to collect data. Purposive sampling was employed to select the school and learners with hearing impairment while hearing learners were randomly selected. Findings: The study found that: modes of communication among learners with hearing impairment, hearing learners and teachers create social and educational change for improvement of academic standards in the school and narrows the gap between those with hearing impairment and their hearing counterparts. Strategies like family support program (assisting children and families in language learning), family-infant-toddler program, and competent and consistent administration system promote learning. Socialization influences incidental learning of learners with hearing impairment to put them at par with their hearing peers on matters related to both academic performance and social advancement. Socialization makes learners with hearing impairment comfortable, self-esteemed, and self-actualized, hence improving educational performance. Unique contribution to theory, practice and policy: The study may help to promote attitudinal, psychological and educational change in all stakeholders for inclusive education to be a success and meaningful to learners with hearing impairment. The study recommends that the government should add specially qualified teachers of learners with hearing impairment in Thawabu among other inclusive public schools in Kenya to help promote socialization and to increase inclusivity of leaners with hearing impairment.

scholarly journals The Impact of Hearing Impairment on the Life Trajectories of Aboriginal Children in Remote Australia: Protocol for the Hearing Loss in Kids Project

10.2196/15464 ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. e15464 ◽  
Author(s):  
Jiunn-Yih Su ◽  
Vincent Yaofeng He ◽  
Steven Guthridge ◽  
Sven Silburn
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Child Maltreatment ◽  
Hearing Impairment ◽  
School Attendance ◽  
Data Access ◽  
Individual Level ◽  
Increased Risk ◽  
Aboriginal Children ◽  
The Impact

Background Previous studies have reported a high prevalence of chronic otitis media (OM) and hearing impairment (HI) in Aboriginal children in the Northern Territory (NT) of Australia. Children affected by these disorders are believed to be at increased risk for adverse outcomes in early childhood development, school attendance, academic performance, and child maltreatment and youth offending. However, to date, there have been no studies quantifying the association between HI and these outcomes in this population. Objective This study will investigate the association between HI and the 5 outcomes in Aboriginal children living in remote NT communities. Methods Individual-level information linked across multiple administrative datasets will be used to conduct a series of retrospective observational studies on selected developmental and school outcomes. The predictor variables for all studies are the results from audiometric hearing assessments. The outcome measures are as follows: Australian Early Development Census results, representing developmental readiness for school, assessed around 5 years of age; Year 1 school attendance rates; Year 3 school-based academic performance, assessed in the National Assessment Program—Literacy and Numeracy; incidence of child maltreatment events (including both notifications and substantiated cases); and incidence of a first guilty verdict for youth offenders. Confounding and moderating factors available for the analysis include both community-level factors (including school fixed effects, socioeconomic status, level of remoteness, and housing crowdedness) and individual-level factors (including maternal and perinatal health and hospital admissions in early childhood). Results The study commenced in 2018, with ethics and data custodian approvals for data access and linkage. This has enabled the completion of data linkage and the commencement of data analysis for individual component studies, with findings expected to be published in 2019 and 2020. Conclusions This study will provide first evidence of the impact of OM-related HI on the developmental, educational, and social outcomes of Australian Aboriginal children. The findings are expected to have significant implications for policy development, service design, and resource allocation. International Registered Report Identifier (IRRID) RR1-10.2196/15464

Cognition and Quality of Life Among Survivors of Pediatric Non-CNS Cancers Receiving Ototoxic Therapy

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512500011p1-7512500011p1
Author(s):  
Taniya Easow Varughese ◽  
Jacqueline Schechter ◽  
Anne Spence ◽  
Susan S. Hayashi ◽  
Kara Sauerburger ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Central Nervous System ◽  
Nervous System ◽  
Academic Performance ◽  
Hearing Impairment ◽  
Late Effects ◽  
Platinum Based Chemotherapy ◽  
The Impact ◽  
Primary Author

Abstract Date Presented 04/13/21 Children with cancer treated with platinum-based chemotherapy are at risk for developing hearing impairment (HI), one of several late effects associated with treatment. HI is associated with decreased socioemotional development, academic performance, and quality of life (QOL) among survivors of central nervous system (CNS) tumors. This is the first study to examine the impact of ototoxic HI on cognition and QOL among a cohort of survivors of pediatric non-CNS cancers. Primary Author and Speaker: Taniya Easow Varughese Contributing Authors: Julia Ferringer, Emily Grambo, Hannah Murkens, Jillian Smith, and Emily Scifo

scholarly journals STUDENTS' ENGAGEMENT AND THEIR PERFORMANCES IN MATHEMATICS

2021 ◽  
pp. 164-167
Author(s):  
Sonny Bhoy L. Flores ◽  
Victoria E. Tamban ◽  
Nenette M. Lacuarin ◽  
Marcial M. Bando ◽  
Glen P. Cortezano
Keyword(s):  
Academic Performance ◽  
Null Hypothesis ◽  
Positive Relationship ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Bivariate Analysis ◽  
Chi Square ◽  
Significant Evidence ◽  
Correlational Method

This study aimed at determining the relationship between students' engagement (behavioral, emotional and cognitive engagement) and their performance in Mathematics of grade 6 pupils of Malaban Elementary School. Descriptive correlational method research design was employed in this study. In this study, the instruments used are survey questionnaire of Bivariate Analysis and Chi-square The results show that the students gave a unifying perception on their level of behavioral engagement (2.90-engage), emotional engagement (2.74-engage), cognitive engagement (2.98- engage) in Mathematics.The mean performance of students in Mathematics was satisfactory with an average of 80.42 median of 80 mode of 76 and standard deviation of 3.77.The researchers concluded that there is significant evidence to reject the null hypothesis and conclude that there was a moderate,positive relationship between academic performance and behavioral engagement. For the emotional and academic performance there was a significant evidence to accept the null hypothesis and conclude that was no relationship between academic performance and emotional engagement, while there was a moderate, positive relationship between cognitive engagement and academic performance. The researchers recommended to initiate activities that can help boost the students' engagement in Mathematics for it was shown some significant relationship to their mathematics performance

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