scholarly journals Exploring relationships between reading attitudes, reading ability and academic performance amongst primary teacher trainees in Swaziland

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Beatrice B.S. Lukhele
Keyword(s):  
Academic Performance ◽  
Test Performance ◽  
Reading Ability ◽  
Reading Attitudes ◽  
Primary Teacher ◽  
Primary School Children ◽  
English As Second Language ◽  
Teacher Trainees ◽  
Academic Lives ◽  
Academic Test

In this research study, relationships between attitudes to reading, reading ability, vocabulary and academic performance were investigated. The data were gathered and triangulated from an attitude questionnaire, an author and magazine recognition test, as well as from reading comprehension and academic test performance of 84 first- and third-year students studying for a Primary Teacher’s Diploma at a College in Manzini, Swaziland. The results suggest that whilst there is no relationship between reading attitudes and reading ability, there is some relationship between reading ability and academic performance. The statistical analyses further indicate a relationship between reading and vocabulary ability of the participants. The findings have grave implications regarding attitudes to reading, reading ability and academic performance for a professional cadre that is expected to be influential in the academic lives of impressionable primary school children in an English as Second Language (ESL) context.

The Role Of Neurocognitive Intervention Strategies In Enhancing Emotional Maturity Among Diet Students

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 625-628
Author(s):  
P.Nirmal Devi ◽  
Dr.M.Parimala Fathima
Keyword(s):  
Primary School ◽  
School Children ◽  
Intervention Strategies ◽  
Future Teacher ◽  
Primary Teacher ◽  
Primary School Children ◽  
Emotional Maturity ◽  
Real Effect ◽  
Teacher Trainees

In preparation of future teacher with emotionally matured is considered as more important than other academic and competency related performance because of the emotional maturity has considered as an important one for teachers who wants to go to handle the primary children in the school. Generally, primary school children have different activities has to be done. According to their own creativity and imagination because they does not know anything in concrete manner in the age of early child hood. Improvement of emotional maturity is more important for primary teacher because they are going to handle the primary children with different dimension. During the period they must have emotional maturity to handy the students with peaceful manner and motivate the children to do better in their selective concept in the classroom. The present investigation may strongly concluded that   the developed neurocognitive intervention strategies acting as a facilitator to enhance emotional maturity among the students teachers to solve the any kind of problems both themselves and students. The present research may found fruitful findings which is indicates the real effect of neurocognitive intervention strategies can effectively involve for developing emotional maturity among teacher trainees. So for, it may be recommended for future teacher trainees to accumulate themselves on neurocognitive intervention strategies to develop the emotional maturity during the training period of institution which will help them to become a full pledged teacher and good personality of teacher in their future classroom.

Does it Matter? Primary Teacher Trainees' Subject Knowledge in Mathematics

2002 ◽  
Vol 28 (5) ◽  
pp. 689-704 ◽  
Author(s):  
Maria Goulding ◽  
Tim Rowland ◽  
Patti Barber
Keyword(s):  
Primary Teacher ◽  
Subject Knowledge ◽  
Teacher Trainees

scholarly journals RELATIONSHIP BETWEEN BILINGUAL INSTRUCTION AND LEARNERS’ PERFORMANCE IN ENGLISH AS SECOND LANGUAGE CONTEXT

2015 ◽  
Vol 2 (1) ◽  
pp. 66
Author(s):  
Huma Imran Khan
Keyword(s):  
Test Performance ◽  
Positive Response ◽  
Language Teachers ◽  
English As Second Language ◽  
Bilingual Instruction ◽  
School Settings ◽  
Learner Outcomes ◽  
Language Context ◽  
L1 And L2 ◽  
Esl Learners

The prime purpose of this study was to explore a correlation<br />between bilingual instruction in an ESL class and the class<br />performance of the ESL learners at the secondary level. Quantitative<br />research method was used to evaluate the test performance of 60 ESL<br />learners divided into two groups: One was the controlled group (which<br />was given instructions in L2 only) and the other was the treatment<br />group (which was given instructions in both L1 and L2) in Public<br />School settings. Apart from the students, 15 language teachers’ feedback<br />upon their perceptions of L1 usage in L2 classrooms was taken<br />by using the Likert scale feedback forms. The results confirmed that<br />the instructions given bilingually are directly associated to improved<br />learner outcomes and teachers’ responses for the usage of L1 in<br />classrooms showed a strong positive response.

scholarly journals Breakfast habits, nutritional status and their relationship with academic performance in elementary school students of Tehran, Iran

2019 ◽  
Vol 92 (1) ◽  
pp. 52-58
Author(s):  
Fahimeh Soheilipour ◽  
Hamid Salehiniya ◽  
Mostafa Farajpour.kh ◽  
Mohadeseh Pishgahroudsari
Keyword(s):  
Academic Performance ◽  
Nutritional Status ◽  
Primary School ◽  
Grade Level ◽  
Statistical Significance ◽  
Performance Status ◽  
Primary School Children ◽  
P Value ◽  
School Students ◽  
Breakfast Consumption

Background. The aim of this study was to examine the breakfast habits, nutritional status and their relationship with academic performance in primary school students in Tehran, Iran.Method. In this cross-sectional study 829 primary school children were included. Child Body Mass Index (BMI) was calculated based on the objective measures of height and weight as well as adjusted for age and gender. Data on Breakfast habits and academic performance were collected by a valid checklist. For data analysis we used Chi-squared and Fisher's exact test using SPSS software, version 11.5; statistical significance was assumed if p-value is below the 0.05Results. The average breakfast consumption per week was 5.5 times (days) with a standard deviation of 2.9. Based on the results, 30.9 % of participants did not consume full breakfast (six times or less) and 69.1 % had a complete one. In terms of academic grade level, 88.4 % of the participants were in a high level, 10.3 % in appropriate conditions and only 1.3 % of the respondents required more effort (inappropriate).There was no significant correlation between breakfast consumption and academic status (p=0.73), nutritional status of the participants according to the academic performance status Individuals showed no statistically significant relationship (P=0.9).Conclusion. Unlike previous studies, this study revealed no correlation between the academic grade level of elementary students with nutritional status and breakfast habits. It is suggested that according to the qualitative school scoring method, future studies are needed to assessing the students' academic performance. Other parameters will be considered in addition to the average in order to provide a better perspective of students' academic performance. 

THE CONCEPT OF TECHNOLOGY SUPPORTED FACE-TO-FACE COLLABORATIVE LEARNING VIA DIGITAL INTERACTIVE AUDIO CAPTURING TOOL

2015 ◽  
Vol 75 (3) ◽  
Author(s):  
Abdul Rahim Hj Salam ◽  
Faizal Yamimi Mustaffa ◽  
Tina Abdullah ◽  
Md. Sah Hj Salam
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Computer Assisted ◽  
English As Second Language ◽  
Face To Face ◽  
Teacher Trainees ◽  
Integrated Classroom ◽  
Qualitative Data Analysis Software ◽  
The Impact ◽  
Collaborative Knowledge

This paper shares the researcher’s experience in employing the technology supported face-to-face collaborative learning. In achieving this, a digital interactive audio capturing tool (DIACT) was used to digitally capture the interactive event of collaborative learning among English as second language (ESL) teacher trainees in a “Computer Integrated Classroom” (CiC) environment. Having merely online learning of computer support which ignores the elements of face-to-face (F2F), the impact of “collaboration” seems seriously lacking. With the emergence of DIACT in a CiC environment, the researcher attempts to see how those co-located ESL teacher trainees manage to effectively communicate face-to-face and collaborate among themselves to build knowledge. The interaction was captured and transferred to computer assisted qualitative data analysis software (CAQDAS) to be analyzed for evidence of impactful knowledge building. Findings indicated that the use of DIACT in a F2F CiC environment has significantly helped students in collaborative knowledge building.

scholarly journals Sleep quality, duration, and consistency are associated with better academic performance in college students

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Kana Okano ◽  
Jakub R. Kaczmarzyk ◽  
Neha Dave ◽  
John D. E. Gabrieli ◽  
Jeffrey C. Grossman
Keyword(s):  
Academic Performance ◽  
Test Performance ◽  
Quantitative Data ◽  
Objective Measures ◽  
College Chemistry ◽  
Activity Trackers ◽  
Objective Evidence ◽  
Wearable Activity Trackers ◽  
Single Night ◽  
Introductory College

Abstract Although numerous survey studies have reported connections between sleep and cognitive function, there remains a lack of quantitative data using objective measures to directly assess the association between sleep and academic performance. In this study, wearable activity trackers were distributed to 100 students in an introductory college chemistry class (88 of whom completed the study), allowing for multiple sleep measures to be correlated with in-class performance on quizzes and midterm examinations. Overall, better quality, longer duration, and greater consistency of sleep correlated with better grades. However, there was no relation between sleep measures on the single night before a test and test performance; instead, sleep duration and quality for the month and the week before a test correlated with better grades. Sleep measures accounted for nearly 25% of the variance in academic performance. These findings provide quantitative, objective evidence that better quality, longer duration, and greater consistency of sleep are strongly associated with better academic performance in college. Gender differences are discussed.

Impact of eyeglasses on academic performance in primary school children

2020 ◽  
Vol 55 (1) ◽  
pp. 52-57
Author(s):  
Lisa A. Hark ◽  
Avrey Thau ◽  
Alexandra Nutaitis ◽  
Eileen L. Mayro ◽  
Tingting Zhan ◽  
...  
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
School Children ◽  
Primary School Children
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