scholarly journals The Impact of Peer Pressure to Disregard Parental Authority on Academic Achievement of Secondary Schools Students

2019 ◽  
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Peer Pressure ◽  
Parental Authority ◽  
The Impact

scholarly journals EXAMINING HOW POSITIVE AND NEGATIVE EMOTIONS INFLUENCE COGNITIVE PERFORMANCE IN SECONDARY SCHOOLS

2020 ◽  
pp. 255-267
Author(s):  
Sonya Yakimova ◽  
◽  
Célia Maintenant ◽  
Anne Taillandier-Schmitt ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary Schools ◽  
Cognitive Performance ◽  
Positive Emotions ◽  
Negative Emotions ◽  
School Context ◽  
Dropping Out ◽  
French Version ◽  
The Impact

Few studies have examined the impact of emotions on cognitive (not only academic) performance among adolescents and this is the objective of our research. After ethic committee agreement andparents’ authorization, we asked 158 adolescents in secondary schools to respond to the French version of Differential Emotion Scale adapted for school context and to nineteensyllogisms which evaluated cognitive nonacademic performances. As results, we expected that negative emotions related to academic achievement would reduce performance in reasoning and positive emotions would improve it. Our hypotheses were partially validated. The impacts of the results as well as perspectives of future researches in relation with self-esteem, psychological disengagement, dropping out of school were discussed.

Impact of Parents’ Socio Economic Status on Academic Achievement of Secondary School Agricultural Students in Konshisha Local Government

2019 ◽  
Vol 4 (1) ◽  
Keyword(s):  
Academic Achievement ◽  
Local Government ◽  
Secondary School ◽  
Secondary Schools ◽  
Economic Status ◽  
Educational Background ◽  
Socio Economic Status ◽  
Reliability Method ◽  
Agricultural Students ◽  
The Impact

This study was on the impact of parents’ socio economic status on academic achievement of secondary schools agricultural students in Konsisha Local Government. Specific objectives for the study were: identify the impact of family structure on academic achievement of secondary school agricultural students in Konshisha Local Government, investigate the impact of parents’ educational background on academic achievement of secondary school agricultural students in Konshisha Local Government and ascertain the impact of parents’ income on academic achievement of secondary school agricultural students in Konshisha Local Government. Three research questions were raised and answered by the study. The design for the study was survey research design. Population for the study was 440 while purposive sampling technique was adopted for this study. A structured questionnaire titled: Parents’ Socio-economic Status Questionnaire (PSESQ) was used for data collection. The instrument was validated by three experts. Cronbach Alpha reliability method was used to determine the internal consistency of the instrument and a coefficient of 0.81 was obtained. All the administered copies of the questionnaire were retrieved and analyzed using Mean, Standard Deviation and t – test. It was found out that academic achievement of students in secondary schools could be impacted by 4 family structures, 6 parents’ educational background and 6 impact of parents’ income on academic achievement of students in secondary schools. It was therefore, recommended that, Students from good socio economic background should use the opportunity to attain good academic heights, parents should provide basic school needs for their children to enable them attain good academic heights and parents should seek varying sources of income so that they can meet up with the school needs of their children.

The Impact of Learning-Style and Task-Based Teaching of Language on Learners’ Achievement

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Emad A.S. Abu-Ayyash ◽  
Mohammad Assaf
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Learning Style ◽  
United Arab Emirates ◽  
Educational Process ◽  
Language Tests ◽  
The Mean ◽  
The Impact ◽  
The Relationship ◽  
And Task

The purpose of this paper is to examine the relationship between learning-style and task-based teaching andlearning and students’ academic achievement in standard-based tests in English. The data were collected from twopublic secondary schools in the emirate of Fujairah, the United Arab Emirates (UAE). A sample of purposefullyselected 54 Grade 10 students from both schools was surveyed with a VAK questionnaire. SPSS was used tocompare the mean of the two standard-based tests. The results show that there is a relationship between a learningstyle-based, task-based learning (TBL) model and Madaras Al Ghad (Arabic translation for Schools of Future: MAG)learners’ achievement in standard-based language tests. The theoretical implications of the findings are discussedin this paper, together with recommendations pertaining to the significance of considering students’ learning stylesand task-based learning in the educational process. The significance of the present study rests on the fact that thelinks between learning-style and TBL model and students’ academic achievement have been examined for the firsttime in public secondary schools in the UAE and the Arabic context. The findings of this study will be of interest toeducators, policymakers as well as researchers.

Students’ Management to Increase the Character and Achievement in MAN 2 Banjarnegara

2018 ◽  
Vol 2 ◽  
Author(s):  
Sidik Wibowo Akhmad
Keyword(s):  
Academic Achievement ◽  
Extracurricular Activities ◽  
Selection Process ◽  
Skill Test ◽  
Spare Time ◽  
New Students ◽  
Strong Motivation ◽  
Character Building ◽  
The Impact ◽  
Enrollment Process

The purpose of this study was to describe the students’ management in increasing the character and achievement in MAN 2 Banjarnegara including: (1) the enrollment process of new students, (2) guiding students through discipline, noble character building, academic and non-academic achievement, and (3) the impact of character building and the achievement for students MAN 2 Banjarnegara. This research implemented descriptive qualitative approach. The data collection techniques were in-depth interview, observation, and documentation study. The validity of the data used three criteria; namely credibility, dependability, and conformability. The findings of this study were: The first, the enrollment process of the new students was made a breakthrough during the registration of academic and non-academic achievement of scholarships, the selection process was conducted through the value of official learning reports, certificate of championship/achievement, academic potential test and non-academic, and also the skill test. For the students who passed the selection process were supposed to sign the achievement contract during the learning process at MAN 2 Banjarnegara. The second, the character building was done by the concept of habituation and activities program that were integrated in curricular and extracurricular activities. The third, students who joined the academic and non-academic achievement programs at MAN 2 Banjarnegara had strong motivation, spirit of competition to achieve higher achievement and more focus on self-development and they could anticipate the usage of spare time for positive things/activities.

Self-Esteem and Loneliness as Predicting Factors of Arab Children Achievement İn Kuala Lumpur

2015 ◽  
Vol 5 (1) ◽  
pp. 199 ◽  
Author(s):  
Asma'a Abdel Fattah Alhoot ◽  
Ssekamanya Sıraje Abdallah
Keyword(s):  
Academic Achievement ◽  
Relevant Literature ◽  
Self Esteem ◽  
Kuala Lumpur ◽  
Arab Children ◽  
Predicting Factors ◽  
Two Factors ◽  
Arab Schools ◽  
And Gender ◽  
The Impact

Taking into consideration the fact that self-esteem and loneliness have an even more important role to play in students' learning, this study seeks to examine the correlation of these two factors with children academic performance. The study involved 499 (grade 4 to grade 9) Arab children studying at Arab schools in Kuala Lumpur-Malaysia. Data were collected via two questionnaires (one for loneliness and the other for self-esteem). The correlational data analysis yielded a negative correlation between loneliness and academic achievement while there is a positive correlation between self-esteem and achievement. Results also suggested that there is no correlation between students' gender, age, and academic achievement. Furthermore, the results revealed that self-esteem is a good predictor of achievement while loneliness and gender are not good predictors. The findings of the present study are discussed in relation to the relevant literature, taking into consideration the impact of children mental health on their academic achievement. Finally, recommendations for further research are presented.

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