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.

Stereotype threat, anxiety, instructor gender, and underperformance in women

2017 ◽  
Vol 18 (3) ◽  
pp. 213-229 ◽  
Author(s):  
Susan Kapitanoff ◽  
Carol Pandey
Keyword(s):  
Academic Performance ◽  
Stereotype Threat ◽  
Student Performance ◽  
Mathematics Anxiety ◽  
Role Model ◽  
Retention Rate ◽  
Specific Class ◽  
Female Role ◽  
Female Role Model ◽  
And Performance

Whatever their major, students are often required to take at least one course in statistics. After graduation, statistics is a key skill in numerous workplace settings. However, for many, it is a particularly difficult course. One factor that may play a role is the lingering misconception that women are not as good as men in mathematics subjects such as statistics. Belief in this gender stereotype can lead women to avoid taking this class and ultimately could contribute to their underrepresentation in many professions. Instructor gender may also be a factor that affects student performance. This study examined whether a female role model would reduce the detrimental effects of a gender/mathematics stereotype threat in women and improve their academic performance and retention rate. Several types of anxiety were measured to determine what aspects of anxiety might be most relevant to stereotype threat. For men, anxiety and performance were not related to the gender of their instructor or endorsement of the gender/mathematics stereotype. For women, mathematics anxiety and anxiety-about-the-specific-class were related to their endorsement of the stereotype. Having a female instructor initially led to higher rates of underperformance on the first examination among women as compared to men. Continued interaction with a female role model, however, reduced this deficit for women by the end of the semester. Understanding this process may help educators better prepare women for success in both academia and the professional world.

scholarly journals PENGARUH PENERAPAN MODEL CONTROVERSIAL ISSUES (CI) TERHADAP PENINGKATAN KETERAMPILAN SOSIAL DAN HASIL BELAJAR SISWA YANG RESPONSIF GENDER

2018 ◽  
Vol 2 (02) ◽  
pp. 265
Author(s):  
Edo Dwi Cahyo
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Controversial Issues ◽  
Nonequivalent Groups ◽  
Fourth Grade Students ◽  
Quasi Experimental ◽  
And Gender

The purpose of this study was to determine the improvement of social skills and gender responsive students after the implementation of the Controversial Issues (CI) model in social studies learning while at the same time looking at student learning outcomes. The method of this research is the quasi-experimental method using the nonequivalent groups pretest-posttest design. The population is the fourth grade students of SD Negeri 8 Metro Timur with samples of classes IV A and IV B. Data collection techniques are in the form of tests and sets of students' social skills. The results of this study indicate that the Controversial Issues (CI) model in social studies learning can improve social skills and gender-responsive student learning outcomes.

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.

scholarly journals Effects of teacher mediation in play, mixed-sex play and gender-segregation in play on academic performance of low achieving pupils

2019 ◽  
Vol 3 (1) ◽  
pp. 28-39
Author(s):  
Opeyemi Shoaga ◽  
Folorunso Ajasa ◽  
Sesan Olatunde Mabekoje
Keyword(s):  
Academic Performance ◽  
Primary Schools ◽  
Treatment Strategies ◽  
Gender Segregation ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Before And After ◽  
Contact Hours ◽  
Quasi Experimental ◽  
And Gender

This study investigated the effect of three play strategies on academic performance of low achiev-ing Basic 1 pupils in primary schools in Oyo State, Nigeria. A quasi-experimental research design using pretest, posttest, control group was adopted where pupils screened to have low achievement scores were selected from schools randomly assigned to treatment groups. Participants met on dif-ferent treatment strategies for eight weeks of two contact hours each. Academic performance was assessed before and after treatment with data analysed using Analysis of Covariance. Results in-dicated that the three play strategies are effective in improving pupils’ academic performance (F (3 124) = 310.566; p <0.05). Based on the findings, it was recommended that any of the play strate-gies could be effectively utilized in improving the academic performance of low achieving pupils.

CONSTRAINTS IN DEVELOPING NON-COGNITIVE INSTRUMENTS MADE BY TEACHERS IN IPS SUBJECTS IN JUNIOR HIGH SCHOOL IN PADANG IN GRADE VII SEMESTER II

2018 ◽  
Vol 2 (2) ◽  
pp. 133
Author(s):  
Gusnita Efrina
Keyword(s):  
High School ◽  
Data Analysis ◽  
Social Studies ◽  
Student Performance ◽  
Junior High School ◽  
Cognitive Assessment ◽  
Junior High ◽  
Product Performance ◽  
Expert Assessment ◽  
Attitude Assessment

This articel aims to obtain data on non-cognitive assessment, the ability of teachers to make the rubric of non-cognitive assessment, constraints - any constraints faced by teachers in developing noncognitive instruments as well as any policy that will be done in overcoming the obstacles faced by social studies teacher in junior RSBI Padang Class VII Semester II.This type of research is descriptive research. Data obtained from document analysis, interviews and observation. Techniques of data analysis by using percentages. Data obtained from interviews with informants, the junior high school teachers who teach social studies classes RSBI VII, Chairman of the IPS MGMP Padang, three expert specialist and deputy head of the school curriculum areas.After data analysis performed, the results obtained that the number of teachers who have not done in developing and assessing the activities within the rubric of attitude assessment, student performance and products. Once analyzed by the expert assessment rubric attitude, and product performance in terms of science and the content is quite good and better in terms of the language section. Perceived obstacles to overcome problems that arise in the application of attitude assessment, and performance of the products most social studies teachers have tried various things such as: reading books / other resources relevant to teaching materials, training, seminars and follow MGMP forum, discuss in advance with Head of School before attending the training and talked about making attitude assessment rubrics, and product performance with peers.

Decolonising the health and well-being of Aboriginal men in Australia

2020 ◽  
Vol 56 (2) ◽  
pp. 151-166 ◽  
Author(s):  
Jacob Prehn ◽  
Douglas Ezzy
Keyword(s):  
Health Outcomes ◽  
State Government ◽  
Policy Development ◽  
Well Being ◽  
Men’S Health ◽  
Men's Health ◽  
Adventure Therapy ◽  
Male Health ◽  
And Gender ◽  
Effective Models

Aboriginal and/or Torres Strait Islander men have the worst health of any group in Australia. Despite this, relevant policies do not specifically explain how the issue will be improved. Existing research demonstrates the complexity of the problems facing Australian Indigenous men. The intersection of masculinity and Indigeneity, compounded by colonisation, historical policies, stigma, marginalisation, trauma, grief and loss of identity are key factors that shape these poor health outcomes. These outcomes are acknowledged in federal and some state government policies but not implemented. The article argues for a holistic and decolonised approach to Australian Aboriginal men’s health. Effective models of intervention to improve men’s health outcomes include men’s health clinics, men’s groups, Men’s Sheds, men’s health camps/bush adventure therapy, fathering groups and mentoring programs. Further research needs to be undertaken, with a greater emphasis on preventative health measures, adequate specific funding, culturally and gender appropriate responses to health, and government policy development and implementation covering Aboriginal male health.

The Value of Handwritten Notes: A Failure to Find State-Dependent Effects When Using a Laptop to Take Notes and Complete a Quiz

2020 ◽  
pp. 009862832097989
Author(s):  
Roni M. Crumb ◽  
Ryan Hildebrandt ◽  
Tina M. Sutton
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Incongruent Condition ◽  
Note Taking ◽  
Sole Purpose ◽  
State Dependent ◽  
Improve Student Performance ◽  
Teaching Implications

Background: Many students use laptops in the classroom to take notes; however, even when laptops are used for the sole purpose of taking notes they can negatively impact academic performance. Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz taking methods to improve quiz performance. Method: Participants were placed into a congruent (take notes by hand and complete the quiz by hand or take notes using a laptop and complete an online quiz) or an incongruent condition (take notes by hand and take an online quiz or take notes using a laptop and complete the quiz by hand). Results: The results revealed that participants who took notes by hand performed better on the quiz overall, and better on conceptual questions, then students who took notes using a laptop. We failed to find evidence for state-dependent effects. Conclusions: The current study suggests that taking notes by hand may improve how students encode material, and result in higher quality external storage used by students when studying for quizzes. Teaching Implications: Reinforcing the notion that taking notes by hand may benefit quiz performance for lecture-style information and could improve student performance in class.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

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