scholarly journals Parents’ Occupational Background and Student Performance in Public Secondary Schools in Osogbo Metropolis, Osun State, Nigeria

2019 ◽  
Vol 1 (1) ◽  
pp. 13-24
Author(s):  
Adedapo Atolagbe ◽  
Olayiwola Oparinde ◽  
Haliru Umaru
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
State Government ◽  
School Setting ◽  
School Students ◽  
Final Grade ◽  
School Settings ◽  
Home Based ◽  
Occupational Background ◽  
Better Than

This study examined the effects of the occupational background of parents on the academic performance of public secondary school students in the Osogbo, Osun State, Nigeria. The simple random technique was used to select 200 students from 18 high schools in the metropolis. The results of their state government conducted promotion examinations to the final grade were used to measure academic performance. The findings revealed a significant relationship between parents’ occupational background and the academic performance of students in the Osogbo metropolis. Students with working parents who earn regular salaries and work in offices, especially within the school setting, perform better than those with parents who are not working or who earn an irregular income. Also, students whose parents work in offices and in school settings perform better than those who have parents working outside of office or school settings. Students whose parents’ work closes late or are always away on long journeys showed lower performance than those whose parents are always available at home. Based on the findings, it was recommended that government schools ensure regular payment of salaries and emoluments to various categories of income earners so that they could complement government efforts by providing schools’ student needs.

: KNOWLEDGE REINFORCEMENT AND INTERVENTION FOR STUDENT PERFORMANCE: AN ACTION RESEARCH

2019 ◽  
Vol 6 (01) ◽  
Author(s):  
JIMMY P. MANIGBAS ◽  
KRISTINE P. RUBI ◽  
KRISTINE P. RUBI ◽  
LUZVIMINDA I. BERSOLA
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Weighted Mean ◽  
Statistical Tools ◽  
Final Grade ◽  
School Year ◽  
Significant Difference ◽  
Teacher Researchers ◽  
Dependent Samples

This study aims to assess the significant improvement of the academic performance of Grade 12 learners in Cookery subject. This study utilized a one shot case study. The teacher-researchers introduced the interventions that are implemented inside the classroom; a. Care Tech Project; b. One Hand Project; c. Play Magic Box Project; d. Friendly Helping Project; e. Lend a Gift Project; f. Celebrity of the Weeks Project. A total of 25 Grade 12 TVL learners of Tabgon High School, Goa, Camarines Sur, Philippines who were enrolled in the class of teacher-researchers for the school year 2018-2019. The statistical tools used were Frequency and Percentage Distribution, Weighted Mean, and Mean for Dependent Samples to determine the significant improvement between 2nd semester midterm and final grade mean rating academic performance of the students. The baseline data of this study obtained from midterm grades of the learners. As reflected in the results the midterm mean rating of the male learners is 84.80% which increased to 88% which has significant difference of 3.20 or High and for female learners’ midterm rating is 88.85% which increased to 92.10% which 3.25 or High is the significant difference. That immense increased in their mean rating was made after the implementation of interventions. Based on the level of acceptability of the interventions implemented, all of the various interventions garnered Highly Acceptable with grand weighted mean rating of 4.83. It implies that Project KRIS interventions provided a big impact to the learners. Thus, that Project KRIS helped the learners that improved and enhanced their performances with its various interventions.

The Interactive Effects of Consonant and Dissonant Teacher Expectancy and Feedback Communication on Student Performance in a Natural School Setting

1979 ◽  
Vol 16 (4) ◽  
pp. 367-373 ◽  
Author(s):  
Virginia Means ◽  
J. William Moore ◽  
Ellen Gagné ◽  
William E. Hauck
Keyword(s):  
High School Students ◽  
Student Performance ◽  
Attribution Theory ◽  
School Setting ◽  
Interactive Effects ◽  
School Students ◽  
Feedback Communication ◽  
Arousal Theory ◽  
Teacher Expectancy ◽  
Dependent Variables

High, neutral, and low statements of success expectancy were paired with positive and negative success feedback statements in a 2 x 3 factorial design involving 43 low-achieving high school students. The communication was applied to reading comprehension lessons in 10 daily class sessions with two dependent variables, comprehension (test scores) and effort expended as measured by the rate of lessons completed on 33 reading exercises. Incongruent communication combinations (e.g., high success expectancy-negative feedback) produced higher comprehension than congruent combinations (e.g., high success-positive feedback). There were no reliable differences in effort expended. The results are amenable to both an arousal theory and an attribution theory interpretation with some evidence that the attribution interpretation explains the findings more adequately.

scholarly journals Personal Variables and Students' Academic Performance of Virtual Classroom Learners of Social Studies in Secondary Schools in Uyo Local Government Area, Akwa Ibom State

2021 ◽  
Vol 13 (3) ◽  
pp. 1
Author(s):  
Bisong Anthony Etta ◽  
Oko Bernard Atrogor ◽  
John Eteng Imoke ◽  
Achu Regina Anyungwu ◽  
Owor Effiom Owor
Keyword(s):  
Academic Performance ◽  
Social Studies ◽  
Student Performance ◽  
State Government ◽  
Virtual Classroom ◽  
Specific Class ◽  
Personal Factors ◽  
Junior Secondary School ◽  
Quasi Experimental ◽  
And Gender

The study examines the factors of age, gender and location of social studies students and their performance on a virtual classroom platform. The study adopted the quasi-experimental design. A specific class arm of 50 Junior Secondary School (JSS) 3 students that were treated to a social studies lesson on family. The researcher developed a Social Studies Achievement Test (SSAT) with a reliability coefficient of .861; Cronbach Coefficient Alpha Statistics was administered to elicit student performance. The data collected were grouped based on age, gender and location. Mean (X ) score analysis indicated variance in performance based on personal factors, but, there was no significant correlation with academic performance of social studies students when taught using a virtual classroom platform, It was concluded that age and gender significantly influence students' academic performance in social studies using virtual classroom platform. The state government and education stakeholders adopted a virtual classroom strategy and teachers should be trained to use virtual classroom platforms for instruction for optimum educational effect in the study area.

scholarly journals Do Early Progress Grade Reports Change Student Performance in a Required, Introductory Horticulture Course?

HortScience ◽  
2004 ◽  
Vol 39 (4) ◽  
pp. 865B-865
Author(s):  
Curt R. Rom*
Keyword(s):  
Student Performance ◽  
Student Knowledge ◽  
Final Grade ◽  
Low Correlation ◽  
Final Grades ◽  
Grade Performance ◽  
Better Than ◽  
The Way

In a required introductory horticulture course during a 5-year period, students received early progress grades 1/3rd of the way through the course reflecting 20% of the possible points to be awarded in the class. It was thought that student knowledge of their grade performance may result in changes in behavior and class performance. The early progress and final grades both had a bell-shaped distribution with 45% and 48% of students receiving grades better than “C” for early progress and final grades, respectively. There was a significant although low correlation between early progress grades and final grades for the course (r2 = 0.58). About 50% of the students received a final grade equal to the early progress grades, and 27% received grades higher than the early progress grades. The greatest change in performance were students who received a “D” early progress grade; 60% of those students improved their final grade. Nearly 25% of the students received final grades lower than the early progress grades. Of students receiving failing early progress grades (12%), nearly 60% withdrew from the course and only 10% received passing final grades.

Validity of the Kaufman Brief Intelligence Test

Assessment ◽  
1995 ◽  
Vol 2 (2) ◽  
pp. 101-111 ◽  
Author(s):  
Gary L. Canivez
Keyword(s):  
Middle School Students ◽  
Small Proportion ◽  
Concurrent Validity ◽  
School Setting ◽  
Intelligence Test ◽  
School Students ◽  
Intelligence Scale ◽  
Kaufman Brief Intelligence Test ◽  
Elementary And Middle School ◽  
Better Than

Concurrent validity of the Kaufman Brief Intelligence Test (K-BIT) with a sample of elementary- and middle-school students referred for multidisciplinary evaluations in a public school setting is presented. All correlations between the K-BIT and the Wechsler Intelligence Scale for Children–Third Edition (WISC-III) were significant. Correlations ranged from .36 ( r2 = .10) to .87 ( r2 = .75), Mr = .71 ( Mr2 = .50). K-BIT Vocabulary-Matrices discrepancy scores accounted for a significant but small proportion (13%) of the variability in WISC-III VIQ-PIQ discrepancies, but kappa ( k) coefficients for these discrepancies indicated that agreement was generally no better than chance. The K-BIT appears to be a promising general intellectual screening instrument when more comprehensive assessment is not possible or needed, but interpretation is best left at the IQ Composite level for the present time.

Impact of Attitude Towards Physical Activity and Exercise on Academic Performance of School Students

2020 ◽  
pp. 101-108
Author(s):  
Yasir Iqbal ◽  
Muhammad Badar Habib ◽  
Muhammad Adeeb
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Sampling Technique ◽  
School Students ◽  
Cross Sectional ◽  
Correlational Research ◽  
Bivariate Correlation ◽  
The Impact ◽  
Positive Significant Correlation ◽  
Better Than

This research aims to measure the impact of attitude towards physical activity (PA) and exercise on academic performance of school students. The cross sectional and correlational research method were employed. The population of this research was school students of District Sargodha. The total of 307 (154 Male and 153 Female) school students were selected using convenient sampling technique for gathered the data. The attitude towards physical activities questionnaire using to measure the students’ attitude towards PA and exercise; and academic performance was measured through last year academic result of student. The data of this research was analyzed by SPSS (24.0). The results of bivariate correlation revealed positive significant correlation between PA and exercise with academic performance among school students. Students who maximum participate in PA and exercise, they secure better academic marks in their annual exams. Further, the results of linear regression found that PA and exercise significantly impact on academic performance of students. In gender, boys and girls are same in PA and exercise but girls are significantly better than boys in academic performance. This research would be helpful for teachers, physical and sports teachers, psychologist, parents and government agencies for policy making.

scholarly journals School Student Academic Performance in Nepal: An Analysis Using the School Education Exam (SEE) Results

2020 ◽  
Vol 3 (1) ◽  
pp. 22-36
Author(s):  
Yogendra Chapagain
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Local Governments ◽  
Quantitative Research ◽  
Municipal Government ◽  
School Type ◽  
School Students ◽  
Important Indicator ◽  
Student Academic Performance ◽  
Significant Difference

Student academic performance is the most important indicator of educational development in every nation. The main purpose of this study was to analyze the academic performance of the grade 10 students in terms of their overall performance and its relationship with socio-demographic factors through the use of a quantitative research method. A total of 541 students (341 community and 200 private students) from seven local governments in the Dhankuta district were randomly selected to collect the data related to their socio-demographic characteristics and subject-wise score using a data collection template. The data were descriptively and inferentially analyzed in the support of SPSS. The key findings of the study revealed that the performance of most of all community school students (66%) is under a satisfactory level than private and they (85%) are very poor in Mathematics subjects than others. This study also concluded that there is also a wider gap in student performance between theory and practical subjects. Students from municipal government and Bramin/Chetri ethnic groups are doing better performance than others. The study finally, found that school type, local government type, nature of examination, and age ethnicity of students make a significant difference in student achievement whereas gender does not.

scholarly journals IMPROVING CRITICAL THINKING ABILITY AND MATHEMATICAL DISPOSITION OF HIGH SCHOOL STUDENTS THROUGH INTEGRATED SAINTIFIC APPROACH TO BRAIN BASED LEARNING

2019 ◽  
Vol 2 (3) ◽  
pp. 112
Author(s):  
Enen Nurbaeti ◽  
Meida Sugiharti
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Student Performance ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Scientific Approach ◽  
Brain Based Learning ◽  
Better Than

The purpose of this study was to examine the problem of achievement and improved critical thinking skills and dispositions mathematical high school students between those who use the scientific approach to integrating brain based learning with a scientific approach , examining the association between variablesand an overview of student performance. This study is an experimental study with a design pretest-posttest design. Sampling in this study using purposive sampling technique . The instruments used were tests and non-tests , the test instruments included tests of mathematical critical thinking skills while the non-test included attitude scale tests Student mathematical disposition . The results showed that the achievement and improvement of critical thinking skills (CTS) with a scientific approach to integrating Brain-based Learning (SAIBBL) better than class with scientific approach (SA). Mathematical Disposition (MD) student in the classroom with using learning (SAIBBL) better than students in class with SA. There is a strong association between CTS and MD . The overall picture of student performance with SAIBBL is superior and students are more active in learning. These results prove that the use of SAIBBL is better than SAI.

How the interpretation of social comparison affects academic performance among high school students

2007 ◽  
Author(s):  
Maike Wehrens ◽  
Bram Buunk ◽  
Miranda Lubbers ◽  
Hans Kuyper ◽  
Greetje van der Werf
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Social Comparison ◽  
School Students
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