EFFECT OF PRIVATE TUTORING ON SELF-CONFIDENCE AMONG SECONDARY SCHOOL STUDENTS

2020 ◽  
Vol 24 (04) ◽  
pp. 2989-2998
Author(s):  
Ms. Manpreet Kaur ◽  
Dr. Seema Agnihotri
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Private Tutoring ◽  
School Students ◽  
Self Confidence

scholarly journals Attitudes Towards Statistics in Secondary Education: Findings from fsQCA

Mathematics ◽  
2020 ◽  
Vol 8 (5) ◽  
pp. 804 ◽  
Author(s):  
Ángel Peiró-Signes ◽  
Óscar Trull ◽  
Marival Segarra-Oña ◽  
J. Carlos García-Díaz
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Linear Models ◽  
Qualitative Comparative Analysis ◽  
Necessary Condition ◽  
School Students ◽  
Self Confidence ◽  
Attitudes Toward Statistics ◽  
High Degree

Students report a high degree of anxiety and reduced self-confidence when facing statistical subjects, especially in secondary education. This anxiety turns into poor academic performance. Most studies have used linear models for studying the interrelation between different attitudes and proving their impact on performance or related variables. This study uses a different approach to explain and better understand the causal patterns of factors stimulating lower levels of anxiety in students when facing statistics in secondary education. We employed the Multi-factorial Scale of Attitudes Toward Statistics (MSATS) and fuzzy-set qualitative comparative analysis (fsQCA) on a sample of 95 secondary school students in Spain. We identified the recipes or causal combination of factors, leading to low and high levels of anxiety. The results indicate that self-confidence and motivation are important factors in these recipes, but there is no single necessary condition that ensures lower levels of anxiety.

scholarly journals THE FACTORS AFFECTING STUDENTS’ CHOICE IN STUDYING ENGLISH AT PRIVATE TUTORING SCHOOLS: A CASE OF THAI UPPER-SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 2 (2) ◽  
pp. 44 ◽  
Author(s):  
Chris Chan ◽  
Preechaya Mongkolhutthi
Keyword(s):  
Secondary School ◽  
Language Proficiency ◽  
Secondary School Students ◽  
English Language ◽  
Private Tutoring ◽  
Upper Secondary School ◽  
School Teachers ◽  
School Students ◽  
Upper Secondary ◽  
Mainstream School

This study explores the factors leading Thai upper-secondary school students to study English at tutoring school. The students’ perceptions of their EFL private tutors and mainstream school teachers are also a focus of this research. Drawing on statistical data from 80 upper-secondary school students, it shows that these students perceive EFL private tutors to be more effective in the provision of examination support, particularly regarding the university admission examination, compared with mainstream school teachers. Overall, these students have more positive attitudes towards their English tutors than their mainstream school teachers. They agree that tutors have higher English language proficiency and can make them understand the lesson better than their school teachers. The characteristic of the tutors and teaching techniques is considered a significant factor leading students to study English at tutoring schools, particularly the teaching techniques that allow them to do better on university examinations. These findings not only highlight the impact of private tutoring schools on language education systems, but also caution Thai educational policy makers and practitioners to further explore the pressure of the university admission examination on upper-secondary school students in the country.Keywords: Examination support, English language proficiency, private tutoring schools, teaching technique, Thailand.Cite as: Chan, C. & Mongkolhutthi, P. (2017). The factors affecting students’ choice in studying English at private tutoring schools: A case of Thai upper-secondary school students. Journal of Nusantara Studies, 2(2), 44-52.

Private Tutoring in English for Secondary School Students in Bangladesh

2009 ◽  
Vol 43 (2) ◽  
pp. 281-308 ◽  
Author(s):  
M. OBAIDUL HAMID ◽  
ROLAND SUSSEX ◽  
ASADUZZAMAN KHAN
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Private Tutoring ◽  
School Students

scholarly journals IṬAINILAIPPAḶḶIKAḶIL MĀṆAVARKAḶIṈ CUYA CĀLPUṬAIMAIK KŪṞUKAḶAI VALUPPAṬUTTUM AKALVIḶAKKU NĀVAL [AGAL VILAKKU NOVEL TO STRENGTHEN SECONDARY SCHOOL STUDENT’S SELF-ESTEEM ELEMENTS]

2021 ◽  
pp. 100-115
Author(s):  
ILAMPURANAN KIRAMANY ◽  
S. KUMAR
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Document Analysis ◽  
Self Esteem ◽  
School Students ◽  
Teaching Literature ◽  
Tamil Literature ◽  
Qualitative And Quantitative ◽  
Self Confidence

Teaching Tamil literature in secondary schools ensures that students' knowledge of literature is nurtured and appreciated. And the goal is to produce individuals who are intelectually, spiritually, emotionally and physically balanced and harmonic. The study was conducted to find out how M. Varatharasan's novel 'Agalvilakku' novel contributes to the development of Self-Esteem Elements among secondary schools students. This study was conducted in qualitative and quantitative approach. Document analysis and fieldwork in particular are the primary approaches to this study. The study concludes that the ‘Agalvilakku’ novel plays a major role in the development of self - possessive elements such as leadership, virtue, self - confidence, self - esteem, energy, creativity, and personal, social interaction among secondary school students. M. Varadarajan's ‘Agalvilakku’ novel is suitable for teaching literature to secondary school students.

Image of Self and Image of others among Secondary School Students in Dakar

1980 ◽  
Vol 51 (3_suppl2) ◽  
pp. 1227-1238 ◽  
Author(s):  
Michel Vandewiele ◽  
Walter D'Hondt ◽  
Jean-Francois De Hemptinne
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Economic Status ◽  
Social Interest ◽  
Personal Characteristics ◽  
School Students ◽  
Social Stimuli ◽  
Socio Economic Status ◽  
Self Confidence

With the help of a questionnaire addressed to 1094 secondary school youngsters, we studied adolescents' reactions to opinions of the young and of adults on some themes such as acculturation, social interest, etc. Adolescents' own stands on these matters were also requested. Subjects tended to think that comrades their age were far more acculturated than were they and adults; boys considered they were less culturally assimilated than girls, who felt less assimilated than boys. Boys held that they were more interested in politics than girls. Girls and women were considered particularly sensitive to certain social stimuli such as attaching great importance to what people thought and admiring people who were successful in life. Concerning certain personal characteristics, subjects attributed mostly to boys the love of risk, self-confidence, and reflection prior to action, to adults loneliness, and finally honesty to men. The influence of age and father's socio-economic status was also examined.

scholarly journals Counseling services and their relationship to self-confidence among secondary school students in Taif Governorate: الخدمات الإرشادية وعلاقاتها بالثقة بالنفس لدى طلاب المرحلة الثانوية بمحافظة الطائف بالسعودية: دراسة وصفية

2020 ◽  
Vol 4 (34) ◽  
Author(s):  
Hussain Ahmad Al-Harthi
Keyword(s):  
Secondary School ◽  
Cultural Awareness ◽  
Secondary School Students ◽  
Department Of Education ◽  
Counseling Services ◽  
School Students ◽  
Counseling Programs ◽  
Total Study Population ◽  
Self Confidence ◽  
Student Guidance

The study aimed to find the relationship between counseling services and self-confidence among high school students in Taif Governorate. To achieve the goal of the research, the researcher used the descriptive approach. A random sample of secondary school students in Taif Governorate was selected, amounting to 750 students, and it represents about 5% of the total study population, which numbered about 15000 students. The study tools were the scale of indicative services prepared by the researcher. And a measure of self-confidence prepared by Al-Qawasmeh and Al-Farah (1996). The study found that there is a positive correlation between counseling services provided to secondary school students in Taif Governorate and self-confidence, and the correlation coefficient has reached (0.77). In light of the results of the study, the researcher recommended a number of recommendations, Preparing counseling programs by the Department of Student Guidance and Guidance in the Department of Education and applying them in schools to develop self-confidence., Providing the necessary training courses for student counselors to provide counseling services more effectively., Designing special counseling programs by specialists in the Department of Student Guidance and Guidance in the Department of Education and Universities for students who suffer from low self-confidence- Spreading cultural awareness in the family about the nature of adolescence as a development stage, while clarifying its characteristics and manifestations.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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