scholarly journals Effect of Teachers Training on students academic performance

2020 ◽  
Vol 8 (1) ◽  
pp. 10-14
Author(s):  
Muhammad Ikram ◽  
Abdul Hameed ◽  
Muhammad Imran
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Effective Teachers ◽  
Male And Female ◽  
Correlation And Regression Analysis ◽  
Female Teachers ◽  
Student Academic Performance ◽  
Student’S Performance ◽  
Teachers Training ◽  
The Relationship

Student’s performance is an outcome of effective teachers training. This study has been conducted to investigate the relationship between teachers training and student academic performance. The data has been collected from 260 respondents out of which 80 male and female teachers and 180 students of grade VIII of public schools by conducting survey at five point likert scale. The data has been analyzed by employing correlation and regression analysis. The results revealed that teacher's trainings has a significant effect on the students academic performance.

scholarly journals Impact of Homework on the Student Academic Performance at Secondary School Level

2020 ◽  
Vol V (I) ◽  
pp. 586-595
Author(s):  
Muhammad Nisar Ul Haq ◽  
Anila Fatima Shakil ◽  
Muhammad Naseer Ud Din
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Sampling Technique ◽  
School Level ◽  
School Life ◽  
Student Academic Performance ◽  
Secondary School Level ◽  
Gilgit Baltistan ◽  
The Impact ◽  
The Relationship

Homework is the means by which the relationship between home and school is demonstrated and developed, leading to more consistent progress in all aspects of school life. The current research was carried out in Gilgit Baltistan to find out the impact of homework on the academic performance of students at secondary level. The research was observed by teachers of Gilgit Baltistan public schools while 100 teachers were chosen by a random sampling technique as a sample. Questionnaires were as a research instrument. The study found that homework impacts learning for learners, its impact differs with the age of students, and it plays an important role in student achievement. The study proposed that homework should be purposeful, i.e. it should include the introduction of new content, the practise of skills, the creation of any data and the ability for students to explore topics of their own interest.

Teacher Professional Training and Student Academic Performance at an University from Lima, 2016 [Formación Profesional Docente y Rendimiento Académico en Estudiantes de una Universidad de Lima, 2016]

2019 ◽  
Vol 1 (2) ◽  
pp. 116
Author(s):  
Jorge Luis Torres Ugaz
Keyword(s):  
Veterinary Medicine ◽  
Academic Performance ◽  
Educational System ◽  
Professional Training ◽  
Student Academic Performance ◽  
Teacher Professional ◽  
Study Methodology ◽  
The Relationship

This work emphasizes the teaching work in the progress of the educational system. The objective was to determine the relationship between the Teacher Professional Training and the Academic Performance of the students of Veterinary Medicine and Zootechnics of an University of Lima, Perú. The study methodology was correlational, the sample was 6 teachers and 72 students. The teachers were surveyed and the students were evaluated through the minutes. A mean and direct correlation of 44.05% was obtained between the variables studied.

Mathematics Grade as Correlate to Performance in the National Achievement Test

2020 ◽  
Vol 8 (1) ◽  
pp. 31-41
Author(s):  
Daryl T. Paredes ◽  
Ronalyn G. Albopera ◽  
Gladys T. Balog ◽  
Vincent A. Buladas ◽  
Mary Grace D. Hoyle ◽  
...  
Keyword(s):  
Academic Performance ◽  
Significant Degree ◽  
Achievement Test ◽  
Department Of Education ◽  
Test Results ◽  
Achievement Level ◽  
School Year ◽  
Documentary Analysis ◽  
Student’S Performance ◽  
The Relationship

Tests in schools can be informative. However, the Department of Education administered a set of examinations like the National Achievement Test which is designed to determine the learner's achievement level, strengths, and weaknesses in five curricular subject areas at the end of the school year. The study intended to look into the relationship between academic performance in Mathematics and NAT results. There has been a purposive universal sampling design. It is purposive because the research is only studying the academic performance in Mathematics, and universal because the subjects of the study are all the grade six pupils of Victoriano D. Tirol Advanced Learning Center for four consecutive school years. Documentary analysis was used as to the data of existing records on the academic performance and National Achievement Test results in Mathematics. The association between academic achievement and NAT outcomes in Mathematics was investigated using correlation analysis and one-way analysis of variance (ANOVA). The analyses revealed that there is a significant correlation between the pupil's academic performance and NAT results. Also, there is a significant degree of variance in the student's performance as to National Achievement Test Results in four consecutive school years.

scholarly journals Relationship between Psychological Empowerment and Spiritual Intelligence with Marital Satisfaction in Female and Male Teachers in Ahvaz

2016 ◽  
Vol 12 (6) ◽  
pp. 132 ◽  
Author(s):  
Zahra Kordzangeneh ◽  
Hamdollah Jayervand
Keyword(s):  
Marital Satisfaction ◽  
Sampling Method ◽  
Psychological Empowerment ◽  
Pearson Correlation ◽  
Spiritual Intelligence ◽  
Step Method ◽  
Male And Female ◽  
Female Teachers ◽  
The Relationship ◽  
Coefficient Method

<p>The present study was aimed to examine the relationship between psychological empowerment and spiritual intelligence with marital satisfaction in male and female teachers in Ahvaz from 2014 to 2015. Hence, 350 teachers were selected using random-stratified sampling method. Research tools were Spriters' psychological empowerment questionnaire (1995), Badie's et al. spiritual intelligence questionnaire (2010), Enrich's marital satisfaction questionnaire (1997); in order to do analysis, a Pearson Correlation Coefficient method and a regression method was used. Results showed that there is a relationship between psychological empowerment and spiritual intelligence with marital satisfaction in male and female teachers in Ahvaz. The results obtained from multi-fold regression analysis, using step-by-step method, showed that effectiveness, spiritual intelligence, and significance are able to predict marital satisfaction significantly. In addition, psychological empowerment has a closer relationship with spiritual intelligence, and spiritual intelligence has a closer relationship with marital satisfaction. </p>

scholarly journals Attitudes of primary school teachers towards e-learning in teaching Arabic and the obstacles they face

2022 ◽  
pp. 133-149
Author(s):  
أنس عدنان عضيبات ◽  
مشاعل محمد الرياحنة
Keyword(s):  
Public Schools ◽  
Primary School ◽  
Arabic Language ◽  
Point Of View ◽  
School Teachers ◽  
Primary School Teachers ◽  
Male And Female ◽  
Arithmetic Average ◽  
Female Teachers ◽  
E Learning

The study aimed to identify the trends of primary stage laborers towards e-learning in teaching the Arabic language, and the obstacles they face from their point of view. The study relied on the descriptive and analytical approach, and the study population consisted of (170) male and female teachers working in public schools in Jerash governorate. The study sample (75) male and female teachers, who were chosen randomly. The results of the study showed that the attitudes of primary school teachers towards e-learning came at a positive level, with an arithmetic average (3.61), and the obstacles facing primary school teachers in e-learning came with a high degree, with an arithmetic average (3.84). The study recommended giving attention to providing electronic learning tools to include all schools, connecting all schools to the Internet and providing computers in proportion to the number of students in schools, and the study also recommended the necessity of dissolving all obstacles in e-learning, in terms of providing Internet labs in schools in proportion to the number of students and courses Scholastic.

Work-Family Conflict, Support and Intention to Quit Among Kenyan Female Teachers in Urban Public Schools

2018 ◽  
Vol 41 ◽  
pp. 33-45
Author(s):  
Gladys Muasya
Keyword(s):  
Public Schools ◽  
Family Conflict ◽  
Negative Relationship ◽  
Intention To Quit ◽  
Work Family Conflict ◽  
Female Teachers ◽  
Urban Public Schools ◽  
Work Family ◽  
The Relationship ◽  
The City

Teaching is characterised by high reported levels of turnover and occupational stress. This study examined the nature of the relationship between work-family conflict (WFC), supervisor’s and colleagues’ support, and intention to quit among female teachers with young children in Kenyan urban public schools. The specific objectives were to: 1) compare the intention to quit of female teachers working in the city of Nairobi vis-à-vis those working in secondary urban centres; 2) examine the relationship between intention to quit and WFC; 3) examine the relationship between support and turnover intention; and 4) assess whether support moderates the relationship between WFC and intention to quit. Data were collected by means of 375 self-administered questionnaires and analysed using t-test and hierarchical regression. Questionnaires were distributed to teachers in primary and secondary schools in secondary urban centres and in the Nairobi city. Results show that intention to quit was statistically higher among secondary school teachers, and teachers working in the city. There was a positive relationship between WFC that originates from work and intention to quit, but not between WFC that originates from family and intention to quit. There was a negative relationship between supervisor’s support and intention to quit but not between colleagues’ support and intention to quit. Supervisor support did not moderate the relationship between WFC and intention to quit. Practical and theoretical implications of the study are also provided.

THE RELATIONSHIP BETWEEN COMFORT PERCEPTIONS AND ACADEMIC PERFORMANCE IN UNIVERSITY CLASSROOM BUILDINGS

2016 ◽  
Vol 11 (1) ◽  
pp. 108-117 ◽  
Author(s):  
Simi Hoque ◽  
Ben Weil
Keyword(s):  
Academic Performance ◽  
Environmental Temperature ◽  
Student Perception ◽  
Student Academic Performance ◽  
Air Speed ◽  
University Of Massachusetts ◽  
The University ◽  
Male University Students ◽  
The Relationship

This paper presents preliminary data on a series of building comfort experiments conducted in the field. We performed physical in-situ measurements and solicited responses from 409 (184 female; 225 male) university students in six different classrooms at the University of Massachusetts-Amherst during three seasons (fall, winter and spring). Our questions focused on student perception of comfort in varied environmental (temperature and humidity, and air speed) conditions. We collected records of student academic performance in the classes, correlating their comfort perceptions to their test scores. Statistical analysis of classroom environmental variables, thermal satisfaction, and student scores suggest that by enhancing thermal comfort, we can improve academic performance.

The Critical Role of Teacher Emotional Support for Latinx Students

2020 ◽  
Vol 122 (12) ◽  
pp. 1-32
Author(s):  
Rebeca Mireles-Rios ◽  
Odelia Simon ◽  
Karen Nylund-Gibson
Keyword(s):  
Academic Performance ◽  
Academic Outcomes ◽  
Teacher Support ◽  
Perceived Discrimination ◽  
The United States ◽  
Grade Point ◽  
Male And Female ◽  
The Relationship ◽  
Latinx Adolescents

Background/Context The relationship between perceived discrimination and students’ academic outcomes is well established, showing the negative effects of experiences of discrimination. Although much attention has focused on how to temper these effects for students, few studies have focused on the potential role that teachers can play in lessening the effects of discrimination on student outcomes. Purpose/Objective/Research Question/Focus of Study In this study, we look at the intersection of race/ethnicity and gender by examining at how Latinx male and female high school students’ academic outcomes, such as grade point average, are impacted by their perceived level of discrimination and teacher support. Research Design Using an intersectional framework, this study uses data from 783 Latinx adolescents (Mage = 16.01 years) in the United States. Specifically, we examine the moderating role of perceived teacher support on the relationship between students’ discrimination and their academic performance using a moderated factor analysis approach. Findings/Results Results indicate that the items that measure perceived discrimination and teacher support do not function in the same way for Latinx male and female adolescents and that emotional teacher support buffers the negative relationship between discrimination and academic performance for Latinx males. Conclusions/Recommendations We argue the need to construct measures and approach interventions in the areas of discrimination and teacher support that would allow us to better identify how to support Latinx adolescents in the most effective ways.

scholarly journals Autonomy in face of school authority, bullying and school performance

2017 ◽  
Vol 34 (3) ◽  
pp. 389-398
Author(s):  
José Leon CROCHÍK
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
School Performance ◽  
Private Schools ◽  
Sao Paulo ◽  
Ninth Graders ◽  
São Paulo ◽  
School Authority ◽  
Victims Of Violence ◽  
The Relationship

Abstract In order to verify the relationship between autonomy in face of authority, bullying and academic performance, we developed three scales that were applied to 274 ninth-graders from public schools in São Paulo, of which 122 were girls with a mean age of 14.1 years (SD = 0.8). It was found that the more students defended punishment for disobedience and respect for authority, the more frequently they were appointed as the best in class and vice versa; these students also considered being victims of violence, which indicates that even students with good performance do not necessarily develop autonomy in face of authority, as they may be following rules without thinking about them. Students who suffer violence tend not to be independent from authority. Further research including students from private schools could corroborate the results of this study.

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