NETWORKING OF TEACHERS AT SENIOR SECONDARY LEVEL

2020 ◽  
Author(s):  
Awinash Pandey
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Secondary Level ◽  
The Other ◽  
Positive Direction ◽  
Indian School ◽  
Certificate Examination ◽  
Time And Energy ◽  
Senior Secondary ◽  
Central Board

The study attempts to develop the notion that networking among the teachers can influence the academic achievement of the students in a positive direction along with the smooth implementation of the curriculum at senior secondary level in the schools. In the current study, the syllabus of different subjects of Grade XI and XII has been overviewed and compared with each other on the basis of contents. The curriculum issued by Central Board of Secondary Education, Council for the Indian School Certificate Examination, Cambridge International Examination and some of the State Boards has been undertaken to review the syllabus of various subjects. It has been found that many topics are similar in the syllabus of two or more subjects. It has also been noticed that the teachers face challenges to complete the syllabus in the allotted numbers of classes throughout the year. If one teacher can teach effectively a topic which is being repeated in the other subject then such networking and coordination can save the time and energy of both the teachers as well as the students which in turn removes the other challenges in routine curriculum.

A Study of Study Habits and Academic Achievement among Secondary and Senior Secondary School Students of Mysore City

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Roya Sherafat ◽  
C. G. Venkatesha Murthy
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Secondary Level ◽  
Study Habits ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

The authors of this study have attempted to understand whether study habits affect academic achievement among secondary and senior secondary school students of Mysore. It is also attempted to know whether students at secondary level differ from senior secondary level on their study habits. The study was conducted on the sample of 625 students of Mysore City in India using stratified random sampling technique. Results indicated that the study habits facilitate higher academic achievement. Further, it was also found that secondary school students are significantly better than senior secondary students on study habits. The findings are analyzed and explained. Thus, study habit is found to be an important correlate of academic achievement.

scholarly journals La Validez Predictora del Examen para el Certificado de Secundaria en el Estado de Osun (Nigeria)

2017 ◽  
Vol 3 (7) ◽  
Author(s):  
B.A. Faleye ◽  
E.R.I. Afolabi
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Senior Secondary School ◽  
School Certificate ◽  
Junior Secondary ◽  
National Examinations ◽  
Certificate Examination ◽  
Senior Secondary

Introducción: El Junior Secondary Certificate Examination (JSCE, examen estandarizado) es un examen acumulativo que hacen los candidatos al final (tercer curso) del primer ciclo de educación secundaria (Junior Secondary Education) en Nígeria El examen tiene dos versiones: (a) la que realizan las delegaciones de educación de los estados (State Ministries of Education, MOE), y (b) la versión Federal que realiza el Consejo Nacional de Exámenes (National Examinations Council, NECO). Había preocupación creciente entre los implicados sobre la validez predictora de la versión estatal de la JSCE con respecto al Senior Secondary Certificate Examination (SSCE, examen paralelo administrado al final del segundo y último ciclo de educación secundaria). Se realizó este estudio para averiguar si hay relación significativa entre el rendimiento global de los estudiantes en el JSCE y su rendimiento en el Senior School Certificate Examination (SSCE).Método: Los institutos del estado de Osun (de Nigeria) constituyeron la muestra para este estudio. A través de procedimientos de análisis correlacional, se compararon las puntuaciones de los estudiantes en sus exámenes finales del primer curso del segundo ciclo (Senior Secondary School, SSS 1), del segundo curso (SSS 2), y sus puntuaciones en el SSCE en seis asignaturas principales con sus puntuaciones correspondientes del JSCE.Resultados: Se demostró que el JSCE del estado de Osun no predice el rendimiento de los estudiantes en el SSCE. Sin embargo, se encontró que la Lengua y las Matemáticas del JSCE tenían mayor capacidad para predecir el rendimiento en Lengua y Matemáticas del SSCE, en contraste con las demás asignaturas (r =0.32, p<0.05 y r =0.22 p<0.05 respectivamente).Conclusión: Rendimiento global en el JSCE para las seis asignaturas investigadas es mal predictor del rendimiento en el SSCE (con la excepción de Lengua y Matemáticas). Esta tendencia puede deberse a las limitaciones a las que se enfrentan las delegaciones (MOE) que desempeñan el papel de un organismo de exámenes.

scholarly journals Foreword

2018 ◽  
Vol 8 (1) ◽  
pp. 5-6
Author(s):  
Nagisa MORITOKI ŠKOF
Keyword(s):  
Secondary Education ◽  
Tertiary Education ◽  
Language Teaching ◽  
Chinese Language ◽  
Language Education ◽  
Secondary Level ◽  
The Other ◽  
Japanese Language ◽  
Tertiary Level ◽  
Asian Languages

… multicultural education does not necessarily have to imply the study of foreign second languages but the former without the later is limited and will have difficulty in producing the results it often claims to want to achieve, i.e. tolerance, peace and cross-cultural understanding (Crozet et al., 1999). This volume of Acta Linguistica Asiatica is dedicated to the area of teaching Asian languages in non-native surroundings. It is our great pleasure to announce 9 research papers on language teaching and articulation covering a wide-area of Central and Eastern Europe. The papers show us a map of Asian language teaching sites, including secondary and tertiary education, and their background systems.In her work “Poučevanje tujih jezikov v slovenskem šolskem sistemu: prostor tudi za japonščino?”, which opens the present volume, Bronka STRAUS outlines the picture of Slovene educational system. The paper reminds us that language teaching when taught as a curricular course, must be incorporated into the country’s system.The article »Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal«by Mateja PETROVČIČ proposes a dynamic curriculum reform in secondary education mostly but targets tertiary education as well.The next article, authored by Nagisa MORITOKI ŠKOF and named »Learner Motivation and Teaching Aims of Japanese Language Instruction in Slovenia«, discusses main aims and objectives to teaching Japanese at secondary level education, and looks into the ways of how to find the place for Japanese language teaching in Slovene language curricula.Kristina HMELJAK SANGAWA in her paper “Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives” gives an introduction to the history and contents of Japanese language teaching in tertiary education in Slovenia.Following are the two articles concern teaching Asian languages in Serbia. Ana JOVANOVIĆ’s research, entitled »Teaching Chinese at the University Level – Examples of Good Practices and Possibilities for Further Developments«, presents several cases of Chinese language teaching and articulation from primary all the way to tertiary education.On the other hand, »Current State of Japanese Language Education in Serbia and Proposal for Future Solutions« by Divna TRIČKOVIĆ’s similarly discusses the Japanese language courses and their present situation in secondary education. The author points out the need for a well-thought pick up of both the teacher and the textbook, and offers an exemplar from University of Beograd.The next two articles on teaching Asian languages in Romania concern articulation mainly. Angela DRAGAN in her work »Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania« offers a perspective on articulation at tertiary level mainly, while on the other hand, Mariana LUNGU discusses it from the view of secondary education. The Ion Creanga National college in Bucharest is the only institution in Romania which provides Japanese language education at secondary level ongoing every year.The final article by Karmen FEHER MALAČIČ “Teaching of the Japanese and Chinese Language in Extracurricular Courses for Children, Adolescents and Adults in Slovenia” brings the story back to Slovenia in a form of a survey on teaching Asian languages as extracurricular subjects. The author considers the problems and perspectives that arise within such extracurricular course and at the same time shape language education within curricular course. Nagisa Moritoki Škof

scholarly journals Self-Concept and Academic Achievement of Students at the Higher Secondary Level

2013 ◽  
Vol 4 (2) ◽  
pp. 105 ◽  
Author(s):  
Archana Kumari ◽  
S. Chamundeswari
Keyword(s):  
Academic Achievement ◽  
Dynamic System ◽  
Psychological Factors ◽  
Positive Relationship ◽  
Secondary Level ◽  
Self Concept ◽  
Cognitive Aspect ◽  
Central Board

<p>Self-concept is the cognitive aspect of self and generally refers to the totality of a complex, organized and dynamic system of learned beliefs, attitudes and opinions that each person holds to be true about his or her personal existence. Self-concept and achievement are dynamically interactive and reciprocal. It is found that certain psychological factors like self-concept plays a major role in determining the academic achievement of students. Hence the need for this study. A sample of 321 students in different categories of schools following different systems of education at the higher secondary level was chosen. The findings of the study conducted revealed that students belonging to central board schools were better in their self-concept and academic achievement when compared to students from other boards. There is also a significant and positive relationship between self-concept and academic achievement of students at the higher secondary level.</p><p> </p><p><strong>Keywords: </strong>Self-concept, Academic Achievement, Psychological factors</p>

scholarly journals ‘The Indian Express’ Investigation of India’s Toppers: Seven ‘Takeaways’ for Betterment of Education System

2021 ◽  
Vol 9 (3) ◽  
pp. 268-272
Author(s):  
Pradeep Misra
Keyword(s):  
Secondary Education ◽  
School Board ◽  
Education System ◽  
Indian School ◽  
School Certificate ◽  
National School ◽  
Central Board

The Indian Express, an English Daily, investigated the progression of 86 national school Board toppers (51 men and 35 women) during the two-decade of 1996-2015. The investigation consisted of toppers of Class X and XII (from the Central Board of Secondary Education and the Council for Indian School Certificate Examinations). It was published in three parts (The Indian Express, December 27-28-29, 2020). As a follow-up of the major findings of the investigation, this article proposes seven ‘takeaways’ for the betterment of India’s education system.

scholarly journals Attitude towards Learning of Science and Academic Achievement in Science among Students at the Secondary Level

2013 ◽  
Vol 4 (2) ◽  
pp. 114 ◽  
Author(s):  
U. Narmadha ◽  
S. Chamundeswari
Keyword(s):  
Academic Achievement ◽  
Random Sampling ◽  
Sampling Technique ◽  
Secondary Level ◽  
Learning Science ◽  
Significant Difference ◽  
Central Board ◽  
Science Subject ◽  
Better Than ◽  
State Board

<p>The present study aimed to investigate attitude towards learning of Science and academic achievement in Science among students at the secondary level. Using random sampling technique 422 students, from the secondary level in different systems of education, namely, state, matriculation and central board schools were chosen. The Attitude toward Learning of Science Scale (Grewal, 1972) was used to assess the attitude towards learning Science and the marks scored in Science were taken from their half yearly performance. The data collected was subjected to statistical analysis, namely, mean, standard deviation, ‘t’- test, ‘F’- ratio, Karl Pearson’s Product Moment Correlation Co-efficient ‘r’. Results showed that the students belonging to the central board schools have a higher level of attitude towards learning of Science compared to students in state board but did not differ with students in matriculation board schools at the secondary level. Similarly, students belonging to central board schools performed better in Science subject compared to the students in state and matriculation board schools at the secondary level. The girls are significantly better in their attitude toward learning of Science when compared to the boys in all categories of schools. In matriculation and central board schools the girls are better than boys in their academic achievement in Science whereas in state board schools there is no significant difference in their gender. A positive correlation was found to exist between attitude towards learning Science and academic achievement in Science among the students.</p>

scholarly journals Mental Health and Academic Achievement of College Students

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Dr. Shashi Kala Singh
Keyword(s):  
Mental Health ◽  
College Students ◽  
Academic Achievement ◽  
Secondary Education ◽  
Female Group ◽  
High Achiever ◽  
Male Group ◽  
The Impact ◽  
Health And Academic Achievement ◽  
Central Board

The present study aimed at examining the impact of mental health on academic achievement of college students. For this purpose 200 college students (100 males & 100 females) were selected from different colleges of Ranchi town. The marks obtained in class XIIth of Central Board of Secondary Education was used as the indicator of academic achievement. Students were classified into two groups namely high achiever (who obtained above 65% marks) and low achiever (who obtained below 50% marks).The data was collected by Mental Health Battery which was developed by Arun Kumar Singh and AlpnaSen Gupta.The result showed that male, group was mentally healthy than female group. High achiever group was mentally healthy than low achiever group. Mental health was positively related with academic achievement.

scholarly journals Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton ◽  
Dina Abdel Salam El-Dakhs ◽  
Heba Elmenshawy
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Success Factors ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Word Knowledge ◽  
Academic Vocabulary ◽  
Vocabulary Size ◽  
Two Factors ◽  
The Impact

AbstractThis study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.

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