scholarly journals Análisis de la condición física, tipo de actividad física realizada y rendimiento académico en estudiantes de educación secundaria (Analysis of physical fitness, type of physical activity and academic performance in secondary school students)

Retos ◽  
2016 ◽  
pp. 64-69
Author(s):  
Pablo Valdes ◽  
Javier Yanci Irigoyen
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Secondary School ◽  
Physical Fitness ◽  
Secondary School Students ◽  
Arithmetic Mean ◽  
School Students ◽  
Fitness Tests ◽  
Academic Records ◽  
Physical Tests

El objetivo principal de este estudio fue analizar las diferencias en la condición física, los hábitos de práctica de actividad física y el expediente académico de alumnos/as de 4º curso de Educación Secundaria Obligatoria en función del sexo y del tipo de actividad física practicada. En esta investigación participaron 156 alumnos/as (15.34 ± .58 años, 1.69 ± .09 cm, 58.97 ± 9.36 kg, 20.51 ± 2.10 kg/m2), 79 de sexo masculino (MASC) y 77 de sexo femenino (FEM). La condición física de los participantes se evaluó a partir de una batería de test físicos. La tipología de la AF fue analizada a través de las respuestas a distintos cuestionarios sobre los hábitos de práctica de actividad física en adolescentes (Enkid, Fitnessgram, Pace o el PAQ-A). El rendimiento académico (RA) se valoró mediante la media aritmética de las calificaciones del expediente académico de los alumnos/as desde su entrada al instituto. Los resultados obtenidos en nuestro estudio muestran que las chicas y los alumnos/as que practican actividad física extraescolar no competitiva (AF-NoCOMP) obtienen peores niveles (p < .05) de condición física en todas las cualidades excepto flexibilidad, pero mayores niveles de RA que los alumnos/as que practicaban AF competitiva (AF-COMP). Por el contrario, los chicos y los alumnos/as que practican AFCOMP tenían mejor condición física pero un menor RA. En conclusión, se observa de forma general que los chicos y los alumnos/as que realizan actividad física de carácter competitivo realizan una mayor frecuencia de AF por la tarde, obtienen mejores resultados en los test de condición física, pero sus niveles de RA son menores. Abstract.  The aim of this study is to analyse the differences between physical fitness, the practise of physical activity (PA) and the academic performance (AP) of students of 4th grade of Secondary School. These differences are analysed as a function of gender and PA. 156 students took part in this study (15.34 ± .58 age, 1.69 ± .09 cm, 58.97 ± 9.36 kg, 20.51 ± 2.10 kg/m2), 56 male and 77 female. The participants’ physical fitness was evaluated by means of physical tests. PA was analyzed using different questionnaires (Enkid, Fitnessgram, Pace, or PAQ-A) assessing the teenagers’ physical activity habits. AP was evaluated using the arithmetic mean from the students’ high school academic records. The results of this study showed that girls and students who practise non-competitive PA have worse levels (p < .05) of physical fitness in every component analysed except flexibility, but their AP is higher. On the other hand, boys and students who practise competitive PA have better physical fitness and worse AP. To sum up, boys and students who participate in competitive PA show generally a higher frequency of PA practice during the afternoon. Furthermore, they obtain better results in physical fitness tests, even though their AP is worse.

scholarly journals Academic Achievement in Spanish Secondary School Students: The Inter-Related Role of Executive Functions, Physical Activity and Gender

2021 ◽  
Vol 18 (4) ◽  
pp. 1816
Author(s):  
Elena Escolano-Pérez ◽  
Marta Bestué
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
Executive Functions ◽  
Secondary School Students ◽  
School Students ◽  
The Mean ◽  
And Gender ◽  
Academic Year

There is a growing interest in determining which variables contribute to students’ academic performance, since this performance is associated with their wellbeing and with the progress of the nation. This study analyzed whether different variables (executive functions and physical activity levels, gender and academic year) of 177 Spanish Compulsory Secondary School students contributed to their academic performance. The Behavior Rating Inventory of Executive Function 2 (BRIEF-2), Physical Activity Questionnaire for Adolescents (PAQ-A) and an ad hoc questionnaire were used to determine the students’ executive functioning, physical activity level, gender and academic year, respectively. Students’ grades were considered to be indicators of their academic achievement. Seven multiple linear regression models were constructed using the R computing language to examine the association between academic achievement (considered in each of the 5 subjects: Language, Mathematics, Geography and History, English and Physical Education; the mean of the instrumental subjects—Language and Mathematics—and the mean of all the subjects) and the independent variables. The results indicated that executive functions, physical activity and gender contributed to academic performance, but academic year did not. This suggests that students with good executive functions, who perform physical activity and are female, would have better academic achievement. This information should be considered when designing interventions to improve student academic achievement.

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.

scholarly journals EFFECTIVENESS OF SCHOOL COUNSELING PROGRAMS ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KIAMBU COUNTY, KENYA

2020 ◽  
Vol 5 (35) ◽  
pp. 58-64
Author(s):  
Lucy Gachenia ◽  
Margaret Mwenje
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
School Counseling ◽  
Secondary School Students ◽  
Counseling Services ◽  
Counseling Program ◽  
School Students ◽  
Counseling Programs

The school counseling program is meant to assist students to deal with psycho-social and behavioral challenges, which normally affect their academic performance. In order to achieve this goal, the Kenyan government has previously committed resources towards establishing counseling programs in schools. The aim of this study was to establish how effective these counseling programs are in assisting secondary school learners in Kiambu County to achieve academically. Primary data was derived from 80 high school adolescents, 8 counselors, and 8 academic Dean of Students who were purposively sampled from 8 schools that were randomly selected. The study was qualitatively done, and self-determination theory was used to guide the study. Data were analyzed for the identification of counseling program characteristics and student improvement indices. These were presented in tables, charts, frequencies, and percentages based on the responses from the respondents. Further, a correlation between the two variables of the study was examined. Findings depicted that 65.7% of the students sampled said that counseling services offered at school satisfied their needs, 74.3% reported an improvement in their academic performance as a result of those counseling services and 87% felt more positive about school life after receiving counseling services. The study concluded that comprehensive counseling programs improved academic performance among high school students. The study intended to inform education planners, principals, and administrators on the role counseling would play in enhancing academic achievement among secondary school students.

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