scholarly journals ACADEMIC ACHIEVEMENT IN ENVIRONMENTAL SCIENCE OF B.ED. STUDENTS

2021 ◽  
pp. 16-19
Author(s):  
Mrs.V.Gnanaselvi ◽  
Dr. Edward William Benjamin
Keyword(s):  
Academic Achievement ◽  
Environmental Education ◽  
Significant Relationship ◽  
Environmental Science ◽  
Science Students

The role of Environmental education is perceived as one that would generate awareness and provide opportunities to gain knowledge, attitudes and skills which are required to protect and improve the environment. This study examines Academic Achievement in Environmental Science of B.Ed.students, with reference to their Gender, Stream of Subjects and Qualification. The Academic Achievement in environmental science was collected from the respective colleges. The results of the present study reflect that there is no significant relationship with respect to Gender, there exist significant relationship in Academic Achievement of Environmental science between Arts and Science students and Undergraduate and Postgraduates student. KEYWORDS: Environmental science, Academic achievement, B.Ed. students.

scholarly journals The first issue of InJAST available in print and online

2020 ◽  
Vol 1 (1) ◽  
pp. 11-16
Author(s):  
Dolly Priatna ◽  
Kathryn A. Monk
Keyword(s):  
Environmental Education ◽  
Graduate School ◽  
Environmental Science ◽  
Environmental Studies ◽  
Environmental Issues ◽  
Scientific Journals ◽  
Science Students ◽  
Great Pleasure ◽  
Study Programme

It is our great pleasure to announce that the very first issue of the Indonesian Journal of Applied Environmental Studies (InJAST) is now be  available   in  both  print  and  online.  This journal has evolved from the Journal of Environmental Education which started in 2015, and was managed  by the Study Programme of Population and Environmental Education, Graduate Programme of Pakuan University. Because this study programme has now become the Study Programme of Environmental Management,  we have decided to establish this new journal to publish scientific articles covering broader environmental issues that are written by the  Indonesian  students  of  graduate programmes either in Pakuan and other universities or researchers. Meanwhile, the publication and management  of the Journal of Environmental Education will be transferred to another relevant faculty or study programme within Pakuan University.We intend the new InJAST to be  published in English (with abstracts  both in English and Bahasa) so that it can reach a wider readership internationally, and we hope encourage international  environmental  students  and scientists working  in Indonesia or on topics of specific relevance to Indonesia,   to disseminate their research results and findings through  this journal.We are pleased to also announce that it has been agreed  in principle that  this new journal will be published collaboratively between the Graduate School of Pakuan University and PERWAKU (Perhimpunan Cendikiawan Pemerhati  Lingkungan  Indonesia,  the Indonesian Association of Environmentalist Scholars). A formal Memorandum of Understanding   between  both  parties  will  be signed in the near future.In this occasion, we, as the chief editors of this new journal, would like to express our gratitude  to various parties and individuals who have supported this initiative,  especially to Prof. Dr. H. Bibin Rubini, M.Pd. (Chancellor of Pakuan University), Prof. Dr. Ing. H. Soewarto Hardhienata (Dean of Graduate School Pakuan University), and Prof. Jatna Supriatna, Ph.D. (Chairman   of   PERWAKU  Indonesia).     We would also like to express special thanks to our national and international  colleagues at Pakuan University  and     elsewhere, who have so generously offered their time as members of the editorial board of the journal.Last but not least, we hope that the Indonesian Journal  of  Applied Environmental Studies  (InJAST) will  provide new  colour and perspectives the scientific journals published by Pakuan Univeristy,  and become the vehicle of choice for environmental  science students  and scientists to disseminate of their work.

scholarly journals INTELLIGENCE AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AT UNIVERSITY LEVEL: A STUDY OF STUDENTS’ BELIEFS

2021 ◽  
Vol 9 (2) ◽  
pp. 388-396
Author(s):  
Sadaf Naz ◽  
Muhammad Ilyas Khan ◽  
Syed Afzal Shah ◽  
Anjum Qayyum
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Significant Relationship ◽  
Male Students ◽  
Mathematics Students ◽  
Male And Female ◽  
New Thinking ◽  
University Level ◽  
And Mathematics

Purpose of the study: The current study explored a possible association between students’ beliefs about their intelligence and academic achievement and compared gender differences in terms of these two variables. Methodology: The sample of the study comprised of four hundred and fifty (male and female) MSc mathematics students, randomly selected from seven public sector universities of Khyber Pakhtunkhwa, Pakistan. A scale developed by Dweck (1999) was adapted to collect data for this study. Academic achievement was measured through students’ previous examination scores. Findings: Findings of the study showed that male students believed more in ‘incremental’ intelligence and had significantly higher academic achievement as compared to their female counterparts. A significant relationship was found between students’ beliefs in ‘incremental’ intelligence and their academic achievement. Applications of the study: The study has important implications for teachers and academics in the subjects of science and mathematics. This study also has implications for policies planners and administration in terms of developing an understanding regarding the role of students’ beliefs about intelligence and academic achievement. The study could lead to new thinking about ways to work on the beliefs of students that could result in better academic achievement. The novelty of this study: The study could also lead to further studies regarding the role of gender in affecting incremental beliefs and academic achievement.

scholarly journals TINGKAT PENDIDIKAN DAN PENDAPATAN ORANG TUA PADA PRESTASI AKADEMIK

2019 ◽  
Vol 3 (1) ◽  
pp. 42
Author(s):  
Arlien Jeannete Manoppo ◽  
Friskilia I. Bolung
Keyword(s):  
Academic Achievement ◽  
Nursing Faculty ◽  
Significant Relationship ◽  
Education Level ◽  
Student Academic Achievement ◽  
Cross Sectional ◽  
Level Of Education ◽  
Role Of Parents ◽  
Cross Sectional Design

Academic achievement is a form of success of a student obtained from the learning process in schools and colleges, this is realized because of the role of parents based on education level and income. The purpose of this study was to analyze the relationship between education level and income of parents with academic achievement. The method used in the study was an analytic observational study with a cross sectional design, involving 85 respondents selected through consecutive sampling. The results of the study stated that the income of male parents was very high at 43.5%, the income of female parents was low at 28.2%, the education level of parents was medium (45.9% for men and 41.2% for women), student academic achievement is high (49.4%), there is no significant relationship between the level of education of parents and student academic achievement (p> 0.05), and there is a significant relationship between parents' income and student academic achievement (p <0.05). Thus, there is no significant relationship between the level of education of parents and the academic achievement of the Nursing Faculty of Klabat University students, but there is a significant relationship between parents' income and the academic achievement of the Nursing Faculty students of Klabat University. The addition of other variables related to academic achievement needs to be done to improve the results of this study.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

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