COMPARATIVE CLINICAL EVALUATION ON THE EFFECT OF GUDUCHI VATI AND YASTIMADHU VATI ON MEDHA (ACADEMIC PERFORMANCE) IN SCHOOL GOING CHILDREN

Medha is a concept in Ayurveda where man has always failed to arrive at a definite conclusion. As per the ayurvedic classics, Medha is the retention power of an individual or is the unobstructed and uninterrupted perception and retention of knowledge in all the aspects of an object [1] Academic Performance of an individual is an outcome of his mental and physical potential. Recent studies show that the intellectual abilities of students have a positive association with their scholastic achievement.[2] Acharya Charaka has mentioned 4 individual drugs under Chara- koktha Medhya Rasayanas for their action on Medha [3] and Guduchi Swarasa and Yastimadhu Ksheerapaka are mentioned among them. In this study, an attempt was made to evaluate the Medhya effect of Guduchi Vati and Yastimadhu Vati. The study was a comparative clinical study with a total subject of 40, where 20 patients were administered with Guduchi Vati and the other 20 with Yastimadhu Vati. The study showed a statistically significant result where the Guduchi Vati is having similar action to that of Yastimadhu Vati on Medha (Academic Perfor- mance) in School going children. Keywords: Guduchi Vati, Yastimadhu Vati, Medha, Academic Performance

IMPACT OF EMOTIONAL INTELLIGENCE AND SELF EFFICACY ON SCHOLASTIC ACHIEVEMENT AMONG SOCIAL ISOLATE STUDENTS

An attempt was made in the present investigation to study the impact of emotional intelligence and self efcacy on scholastic achievement among social isolate students. Sample of the present study consists of th 300 IX class boys students selected from government and municipality schools in Kadapa District of Andhra Pradesh State. Social isolation/loneliness scale developed by Praveen Kumar Jha (1980), The Emotional Intelligence scale developed by Bar0n's (1997), the Self-efcacy scale developed by Copeland and Nelson (2004) were administered. Results revealed signicant inuence of nature of students, emotional intelligence and self-efcacy on scholastic achievement among students.

Predictors of Scholastic Achievement of Secondary School Students

The present study aims to find the contribution of self-concept, stress, educational aspirations, parental involvement and guidance needs in predicting the scholastic achievement of secondary school students. The sample for the study comprised 205 students studying in 8th, 9th and 10th classes, selected through random sampling technique. The researchers used Children’s Self Concept Scale (Ahluwalia & Singh, 1986), Student Stress Scale (Akhtar, 2011), Educational Aspiration Test (Khan, 2009), Parental Involvement Scale (Chauhan & Arora, 2009), and a self-constructed Guidance Needs Scale in the study. Findings reveal that self-concept, educational aspirations, and parental involvement have a positive relationship with the scholastic achievement of students and stress and guidance needs have a negative relationship. Multiple linear regression analysis was found significant at 0.01 level of significance. Self-concept, stress, educational aspirations, parental involvement and guidance needs contribute significantly to the variance in the scholastic achievement of the students. Implications of these results for parents, teachers, counsellors and school administrators have been reported in the study.

Insomnia and social network use among secondary school female students in Abha Sector

Background: Internet addiction and other problematic internet use behaviors can dramatically affect sleep hygiene, resulting in sleeplessness and other sleep disturbances. Excess internet and social media use are mainly associated with insomnia and increased time spent on the internet leads to the important disturbance of sleep. One psychophysical mechanism that could help to clarify the negative influence of problematic internet use on sleeping habits can be that nighttime computer use causes a state of high arousal, therefore, interfering with the soothing procedures that are essential for sleep. Sleep disturbance may result in stress which in turn affects student’s scholastic performance. Aim: The current study aimed to assess prevalence of internet addiction with its association with insomnia and scholastic achievement among secondary school females in Abha city, Saudi Arabia. Methodology: A correlational cross-sectional approach was applied for the current research. The research targeted all secondary school female students in Abha city. A multistage cluster sample was applied by selecting schools and students from the Directorate of Education in Abha. Self-administered questionnaire sheets were distributed to students in their classes. The questionnaire covered students’ socio-demographic data like age, grade, parents’ education, work, and living conditions. Also, the tool included scales for internet addiction and perceived stress. Scholastic performance was measured by grades in the last year with absenteeism. Results: The study included 3 50 female students whose ages ranged from 15 to 22 years old with mean age of 16.9 ± 1.1 years. Regarding father’s education, 214 students’ fathers were university graduated (61.5%) and 108 (31%) had secondary level of education. Regarding frequency of using social internet, 85.3% of the students reported usual use. Also, 83.9% of the students spend more than three hours daily using social networks. Internet addiction was reported among more than one third of the sampled students. Conclusions & recommendations: In conclusion, the study revealed that more internet addiction was a significant problem among secondary school female students and affected their scholastic achievement and their life due to high stress. Key words: Internet addiction, students. Secondary school, stress, school performance

Bilingualism Impact on Intelligence and Scholastic Achievement

Bilingualism can refer to the ability to preserve linguistic skills, to a certain level, at two separate linguistic systems, in the four linguistic modalities: listening, speaking, reading, and writing. It is related to social, psychological, economic, and political factors. The aim of this study is to review previous studies that targeted the influence, whether positive or negative, a second language may have on the intelligence and then on scholastic achievement of bilingual students versus the intelligence and scholastic achievement of monolinguals.

Medical Students' Perception of the Educational Environment in a Gender-Segregated Undergraduate Program

Background: The environment where education takes place is essential for students’ engagement and motivation. This study aimed at assessing students’ perception of their educational environment at a private medical college and the influence of gender, among other factors, on it. Objectives: The study assessed the students’ perception of their learning environment, determined the gender effect on environment perception, and examined the correlation between different study variables. Methods: This is a cross-sectional study on 340 undergraduate medical students at a private college with gender-segregated programs. The Dundee Ready Educational Environment Measure (DREEM) was used to determine the students' perception of their learning environment. This was correlated with a set of variables, including gender and educational achievement as indicated by students' GPA. Results: The overall DREEM score was ‘more positive than negative’ (114.39/200). The scores of subscales were towards the positive side. This was evident in the perception of learning (26.64/48), perception of teaching (26.36/44), perception of the atmosphere (26.51/48), academic self-perception (19.54/32), and social self-perception (15.33/28). Conclusions: There were statistically significant differences between the perceptions of males and females in both the overall DREEM scale (females: 117.59/200 and males: 111.18/200) and three of the subscales. Female students perceived their learning environment more positively. Moreover, satisfaction with the learning environment was correlated with scholastic achievement. In addition, the more positively perceived learning environment could explain higher scholastic achievement in female students than in male students.

Scholastic and Cognitive Achievement Following Adenotonsillectomy in Children with Obstructive Sleep Apnea

Objective: To evaluate the effect of adenotonsillectomy (AT), in children with Obstructive Sleep Apnea (OSA), on the cognitive and scholastic achievement. Study Design: Prospective study Sitting: Tertiary care hospital (Minia university hospital) Subjects and Methods: 50 children were selected, complaining of symptoms of (OSA) and seeking adenotonsillectomy compared to another control group of 50 children without symptoms of OSA. The study sample were subjected to clinical evaluation where hypertrophied palatine tonsils and Adenoid were the cause of OSA. Polysomnography, audiological evaluation were done and All 50 children underwent a battery of neurocognitive tests including process-oriented intelligence scales (Stanford Binet Intelligence scale and Illinois Test of psycholinguistic ability) pre and post adenotonsillectomy to reveal the effect of (AT) on the cognitive and scholastic achievement of those children. Results: Children with OSA had lower scores in neurocognitive tests (Illinois test and Stanford Binet intelligent scale), as well as. In Academic performance in comparison to the control group. After 8 months from AT, the children with OSA demonstrated highly significant improvement in IQ, Mental age, auditory perceptual assessment (APA), PLA of VSM (Visual sequential memory), AA (Auditory association) VA (Visual association), AC (Auditory closure), VC (Visual closure), GC (Grammatic closure) and SB (Sound Blending). Conclusions: School performance and Neurocognitive functions are worsened in children with Adenotonsillar hypertrophy, this effect is reversible as improvement occurred after their removal.