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1
Gomes, Ana Maria, Mariana Costa Martins, Manuel Farinha, Beatriz Silva, Edite Ferreira, Alexandre Castro Caldas, and Tânia Brandão. "Bullying’s Negative Effect on Academic Achievement." International Journal of Educational Psychology 9, no. 3 (October 24, 2020): 243. http://dx.doi.org/10.17583/ijep.2020.4812.
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Bullying's a phenomenon that carries great harm for those involved (bully or victim alike) in which academic achievement is harmed as well. However, the strength of such impact is yet to be clarified, existing many possibilities to explore. Or in other words, many variables that can justify such connection - classroom behavior being one example.The goal of the present investigation is to study the impact that bullying (while mediated by the classroom behavior) has on the academic achievement.The sample consisted of 288 children (from 1st year to 4th year’s students); and their teachers (whom reported their classroom behavior). Results showed that the bullying situation itself, didn’t significantly explain the academic achievement of those involved. However, from classroom behavior it was found an indirect effect between bullying and academic achievement. Within classroom behavior, the main contributive dimensions were - victim related, the excessive motor activity; and bully related, oppositional behaviors, excessive motor activity and ADHD index.This results alert to the importance of the educational agents’ attention given to the existing behavior in their classrooms. Not only because of the disruption created in each classroom’s environment, but also as a possible sign of an involvement in the existing bullying dynamics.
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Choi, Ji Eun, Sung Hwa Hong, and Il Joon Moon. "Academic Performance, Communication, and Psychosocial Development of Prelingual Deaf Children with Cochlear Implants in Mainstream Schools." Journal of Audiology and Otology 24, no. 2 (April 10, 2020): 61–70. http://dx.doi.org/10.7874/jao.2019.00346.
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Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance.Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively.Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception.Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.
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Crandell, Carl C., and Joseph J. Smaldino. "Classroom Acoustics for Children With Normal Hearing and With Hearing Impairment." Language, Speech, and Hearing Services in Schools 31, no. 4 (October 2000): 362–70. http://dx.doi.org/10.1044/0161-1461.3104.362.
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Past investigations demonstrate that the acoustical environment of a classroom is a critical factor in the academic, psychoeducational, and psychosocial achievement of children with normal hearing and with hearing impairment. This article examines several acoustical variables, such as noise, reverberation, and speaker-listener distance, which can deleteriously affect speech perception in classrooms. Moreover, the discussion examines the effects of these variables on the speech perception abilities of both children with normal hearing and children with hearing loss. Finally, appropriate acoustical criteria are suggested for children in educational settings.
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Daley, Tamara C., Shannon E. Whaley, Marian D. Sigman, Donald Guthrie, Charlotte G. Neumann, and Nimrod Bwibo. "Background and classroom correlates of child achievement, cognitive, and behavioural outcomes in rural Kenyan schoolchildren." International Journal of Behavioral Development 29, no. 5 (September 2005): 399–408. http://dx.doi.org/10.1177/01650250500172780.
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In the current study, background data (sex, age, and SES) and classroom factors were examined as predictors of scholastic achievement and child cognitive and behavioural outcomes in a group of rural Kenyan schoolchildren during their first year of formal schooling. Previous research in this area has provided mixed results regarding the characteristics of children and school environments that best predict optimal outcomes for children. This study extended previous research through the use of multiple culturally grounded predictor and outcome variables; in addition to using observational techniques to assess the classroom environment, this study examined cognitive, academic, and behavioural measures. Results suggested that while background factors such as child age and SES are important predictors of child outcomes, inclusion of classroom factors significantly improved prediction for all types of child outcomes, and the addition of behaviour as a predictor shows an even greater effect. The largest effect was seen for the outcome variables most closely tied to classroom activities.
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Khanal, Dr Uttam. "Child Friendly Environment of Classroom on Basic Level in Nepal: Education Achievement of Community School." International Education Studies and Sustainability 1, no. 1 (June 18, 2021): p78. http://dx.doi.org/10.22158/iess.v1n1p78.
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This study focuses on child-friendly classroom environments and basic level academic achievement and analyzes the role that teachers, parents, students, and school management committees play in school work. Nepal’s disadvantaged schools are concentrated in rural areas, but those schools are also trying to make themselves child-friendly schools. The objective was to analyze the problems seen in the construction of child-friendly schools by analyzing the classroom environment, the current condition of the school, the impact of the child-friendly classroom environment on the level of educational achievement. The school management committee, teachers, the interaction between the parents and the stakeholders on various issues has helped in the construction of the child-friendly school and the community has expressed its readiness to help as the school is their own. According to the parents, the school has been punishing the children for one reason or another and the school should be reformed as there are protests from all quarters. In order to achieve the set targets as per the educational policy of the state and for the all-round development of the children-It has become necessary for everyone to pay attention to remove the small weaknesses and analyze the results and engage in classroom management including child-friendly schools.
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Coleman, Sean T., Adrian Wayne Bruce, Lamar Jamison White, A. Wade Boykin, and Kenneth Tyler. "Communal and Individual Learning Contexts as They Relate to Mathematics Achievement Under Simulated Classroom Conditions." Journal of Black Psychology 43, no. 6 (August 25, 2016): 543–64. http://dx.doi.org/10.1177/0095798416665966.
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The current study builds on previous communalism research by exploring the enduring facilitative effects of communal learning contexts on academic achievement for African American children over extended time and while calling on critical thinking skills. In addition, this study sought to explore the communalism construct in a more applied academic environment that approximated real classroom conditions. This study examined performance differences in fraction problem solving among 96 low-income African American students in Grades 3 to 6 participating in either a communal or individual learning context. Pretest to posttest gains showed that students randomly selected for the communal learning context significantly outperformed students who learned in the individualistic context. Additionally, communal learning students outperformed their individual counterparts during each weekly domain assessments. Several promising results obtained draws the communalism construct to a more applied culturally relevant pedagogical tool.
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Khalfaoui, Andrea, Rocío García-Carrión, Lourdes Villardón-Gallego, and Elena Duque. "Help and Solidarity Interactions in Interactive Groups: A Case Study with Roma and Immigrant Preschoolers." Social Sciences 9, no. 7 (July 7, 2020): 116. http://dx.doi.org/10.3390/socsci9070116.
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Peer interactions in early childhood education play a key role in establishing the first structures of social relationships and foundations for future development. Engaging in social exchanges with different people enriches children’s concurrent and future learning opportunities. Building on the importance of diversifying interactions, interactive groups (IGs) are a specific dialogue-based classroom organization format that creates an inclusive learning environment by allocating students to small heterogeneous groups with an adult volunteer per group. This classroom organization format has produced reported evidence of enhancing social cohesion and academic achievement, mainly in elementary education. However, its potential to foster positive peer interactions in Early Childhood Education among disadvantaged children remains unexplored. Therefore, this case study explores in depth the type and frequency of positive peer interactions in interactive groups in a preschool classroom serving mainly Roma and immigrant children with a very low SES. The results show that in this context, children acknowledge each other’s work and provide help, guidance, and solidarity interactions when solving academic tasks. Our analysis reveals that children internalize the rules and functioning of the IG since those aspects emerge in their conversations during the activity. Implications for practitioners and policymakers are also discussed.
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Kame’enui, Edward J., and Deborah C. Simmons. "Beyond Effective Practices to Schools as Host Environments: Building and Sustaining a School‐wide Intervention Model in Beginning Reading for All Children." Australasian Journal of Special Education 23, no. 2-3 (1999): 101–27. http://dx.doi.org/10.1017/s1030011200024581.
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Our knowledge of effective practices for improving the academic achievement of students in the primary and elementary years has increased dramatically in the last decade (Simmons & Kameenui, in press; Stringfield, in press). However, implementing an effective practice in one classroom or in a research context is very different from implementingandsustaining effective practice at the school‐building level. There is a great deal of collective wailing in the field these days about the feeble attempts to translate research into effective practice (Malouf & Schiller, 1995) that improves reading achievement in students who are at serious academic risk.
9
Elliott, Julian G., Susan E. Gathercole, Tracy P. Alloway, Joni Holmes, and Hannah Kirkwood. "An Evaluation of a Classroom-Based Intervention to Help Overcome Working Memory Difficulties and Improve Long-Term Academic Achievement." Journal of Cognitive Education and Psychology 9, no. 3 (January 1, 2010): 227–50. http://dx.doi.org/10.1891/1945-8959.9.3.227.
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Two contrasting forms of classroom-based intervention were implemented with 256 primary school children identified as having working memory (WM) difficulties. In one, teaching staff were trained to provide educational environments that were sensitive to the needs of identified children with WM difficulties. The second form of intervention utilized a behavioral teaching approach in which identified children were provided with regular, brief, and highly focused inputs in relevant basic skills areas. A third group of children with similar WM difficulties served as controls. At the end of the year, there was no evidence that either of the intervention programs had resulted in greater WM or academic performance (on Wechsler mathematics and reading tests) than for controls. However, classroom observation data indicated that the extent to which teachers implemented desirable strategies at any time point, inside or outside of the interventions (that is, across all of the research groups), proved to be a predictor of the children’s attainment. The implications of these findings for further work in this burgeoning field are discussed.
10
MA, Hing Keung. "THE RELATION OF ACADEMIC ACHIEVEMENT, FAMILY AND CLASSROOM SOCIAL ENVIRONMENT, AND PEER INTERACTIONS TO PROSOCIAL AND ANTISOCIAL BEHAVIOR OF CHINESE CHILDREN." PSYCHOLOGIA -An International Journal of Psychology in the Orient 46, no. 3 (2003): 163–73. http://dx.doi.org/10.2117/psysoc.2003.163.
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Singh, Dr Nahar. "STUDY OF THE INSTITUTIONAL ENVIRONMENT: A CASE OF ACADEMIC ACHIEVEMENT AT ELEMENTARY LEVEL IN THE SCHOOLS OF NCT OF DELHI." International Journal of Advanced Research 9, no. 07 (July 31, 2021): 183–88. http://dx.doi.org/10.21474/ijar01/13115.
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Over the past two decade since the beginning of the Sarva Shiksha Abhiyan (SSA) programme in india, there has been a significant increase in the number of schools and in the enrolment of children in Government schools, most notably a large proportion of children from amongst Scheduled Castes, Scheduled Tribes, Muslims and Girls have joined the schooling system. Most of these children are also first-generation learners. In this regard SCERT Delhi conducted an achievement survey for classes II, V and VIII and gathered the information about the academic environment pertaining to school, teachers and students. This study reflected the background of the students such as locality, parents education, community and the same was followed of the teachers and schools. Majority of the sampled schools (71%) were managed by Municipal Corporation. More than 80% schools were located in urban areas and about half of the schools were Co-Educational, while 22% and 28% schools were Boys and Girls schools respectively. About 96% of schools responded that they have the provision to monitor classroom teaching regularly and 92% of the schools were monitored by the Head of the school. Fathers of 2% students and 0.6% mothers were in the academic field. In the surveyed schools, 28% were male and 72% were female teachers. Majority of teachers (54%) had attended in-service training programmes. In more than ninety percent of the sampled schools Maps, Charts, Globe, Mathematics kit and Library were available. About 90% and 98% of the schools annual medical check-up facility and first aid facilities were available Nearly 70% students reported that their homework was checked regularly. This document has helped education planners as a reference research document to improve the education administration and planning systems in the state.
12
Navarro, Jose I., Manuel Aguilar, Concepcion Aguilar, Concepcion Alcalde, and Esperanza Marchena. "Positive Behavioral Intervention in Children who Were Wards of the Court Attending a Mainstream School." Psychological Reports 101, no. 3_suppl (December 2007): 1067–78. http://dx.doi.org/10.2466/pr0.101.4.1067-1078.
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This report looked at the effects of treatment using contingency contracts and token economy procedures in three children, two 14 yr. and one 8 yr., who were wards of the court and attending a mainstream school. Students presented problems of adaptation to school, such as making constant noises with the mouth, hands, or pencil on the desk; frequently emitted raucous cries in the classroom; destruction of school resource materials; verbal aggression to classmates and teachers; verbal rejection of all academic work, refusing to do it, making negative comments prior to starting any school activity, in addition to lack of motivation for undertaking school activities. A 4-mo. individual treatment using contingency contracts and token economy behavioral procedures was implemented, with several follow-up sessions. The results indicated an adaptation of behavior to the school environment, confirmed by teachers, significantly reducing the incidence of insults, the destruction of school materials, and indolence during class sessions. These students are at high risk for social exclusion. Interventions have potential social importance in possible prevention of adult criminality, increasing academic achievement, and decreasing social exclusion.
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McLaughlin, Robert J., Kimberly K. McClanahan, J. David Holcomb, Ann D. Gibbins, Quentin W. Smith, Jerry W. Vlasak, and Paul M. Kingery. "Reducing Substance Abuse Risk Factors among Children through a Teacher as Facilitator Program." Journal of Drug Education 23, no. 2 (June 1993): 137–50. http://dx.doi.org/10.2190/vcdd-2bdp-y39y-vw8c.
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A Teachers as Facilitators (TAF) Program used classroom teachers as leaders of small groups that promoted social, emotional, and academic development of children at high risk of adopting potentially destructive substance abuse patterns. The program was intended to increase participating students' positive socialization experiences and academic achievement by successfully integrating these students into the school's social system. A longer-range goal was to increase students' sense of worth as it affects their attitudes toward relationships with other people and academic demands. Program results were: 1) school personnel were found capable of accurately identifying and referring to the TAF Program children who were at risk of substance usage and in need of assistance; 2) the TAF Program was effective in improving at-risk students' perceived academic self-concept, but was less effective in increasing students' perceived sense of social support; and 3) the program was endorsed by participating teachers, counselors, and administrators.
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Wedikandage, L. N. P., and Kumudu Gunawardana. "PARENTAL INVOLVEMENT AND ACADEMIC ACHIEVEMENT: A STORY OF AN INTERNATIONAL SCHOOL IN SRI LANKA." International Journal of Advanced Research 9, no. 03 (March 31, 2021): 463–71. http://dx.doi.org/10.21474/ijar01/12605.
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This research found out the relationship between parental involvement and academic achievement with a special focus on the secondary level students in an international school in Colombo, Sri Lanka. The main objective of the current research was to find out the significant difference in student achievement among international school students in respect to parent participation in teacher-parent meetings and their help for their childs homework. The selection of the research method was based on the quantitative research approach and the type of methods available within this broad approach. The sample of the study comprised of 542 students, 542 parents, and 35 teachers in an international school in Colombo, Sri Lanka. Data was collected through questionnaires. The findings concluded that (1) there was no significant difference in student achievement among international students with respect to parent education. (2) there was a significant difference in student achievement among students with respect to their parents participation in the teacher-parent meetings but (3) there was no significant difference between student achievements among students with respect to parental help on students homework. (4) Teachers in the International school are strongly agreed: their school offers workshops and provide resourceful information to help families to understand how children learn, their school has a clear understanding of the defined policies for teachers that encourage communication with the parents discussing the curriculum, student achievement, and ways a parent can be involved, their school provides productive professional developers that train them on the value of parents and ways to encourage partnerships between the school and home, their school encourages the use of our Learning Management System that provides classroom resources and items parents can access. their school assists families in guiding students to set academic goals, and monitor and discuss schoolwork at home, their school provides information to families on how to assist students with the skills they need to improve. However, (5) teachers in the school disagreed that their school trains parents on developing home routines, conditions, and environments that support their childs learning respectively.
15
Mangubhai, Francis. "The Literate Bias of Clasrooms: Helping the ESL Learner." TESL Canada Journal 3 (August 26, 1986): 43. http://dx.doi.org/10.18806/tesl.v3i0.993.
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It has been argued recently that the language of the classroom is more decontextualized ("bookish" language) than the language of normal, everyday conversation. Those children who have had an early exposure to bookish language are better equipped, it seems, to handle the language of the school. For the ESL learners the problems are two-fold: they have to learn a new language and they have to learn the language of school. In order to bridge the gap between the home language and the language of the school, an experiment in which reading materials were introduced into a print-deficient environment will be discussed. The results of this experiment indicate that the provision of books and regular reading in the school curriculum not only improves proficiency in the second language but also has a positive effect on academic achievement in other subjects.
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Lehrer, Joanne S. "A Critical Investigation of Policy, Research, and Programs that Aim to Support Children’s Transition to Kindergarten in Quebec." Journal of Childhood Studies 37, no. 2 (December 30, 2012): 19–28. http://dx.doi.org/10.18357/jcs.v37i2.15198.
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This article critically examines Quebec policy and programs related to children’s transition to kindergarten, with a particular focus on “hard to reach” families (Hong, 2009; Mapp et Hong, 2010): those that are low-income, have limited levels of formal education, are part of racialized groups, speak a mother tongue other than English or French, and/or are recent immigrants. A conceptual analysis of parent pedagogicalization (Popkewitz, 2003) and of the difference between the transition to school and school readiness is followed by a review of the literature on children from “hard to reach” families beginning school. Five themes are identified in the literature: socio-demographic characteristics and academic achievement, the neighbourhood environment, transition practices, parent perspectives, and classroom processes. The article concludes with implications for policy, practice, and further research in order to support children’s transition to kindergarten from a strength-based, as opposed to a deficit-oriented, perspective (Carr, 2001; Dahlberg, Moss & Pence, 2007; Swadener & Lubeck, 1995).
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Putra, Hasta Purna. "Peningkatan Self Esteem Siswa melalui Layanan Bimbingan Kelompok dengan Teknik Sugesti." Islamic Counseling: Jurnal Bimbingan Konseling Islam 1, no. 1 (July 31, 2017): 95. http://dx.doi.org/10.29240/jbk.v1i1.230.
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Parent's attention and the general public attention toward children development tend to be more directed to cognitive aspect and psychomotor aspect. It is also suspected to occur to the educators and managers of educational institutions especially in the formal school. School as a place to prepare children to live better in the future presents the materials/subjects that emphasizes on the children's cognitive development. In fact, to live does not merely depend on academic intelligence. Moreover, the emotional side of an individual can even hold a more dominant role than academic intelligence. In line with the school's objective to develop the student's competencies from various aspects, it needs to realize that there are some psychological sides that should also be developed in the classroom learning process, such as self-control, achievement needs and mastership, and self esteem. Talking about self-esteem, almost all psychologists believe that it affects someone's behavior which would also influence his presence in social environment. Self esteem is not formed solely from heredity, but is also influenced by the environment or the self system beyond. Generally, changing the behavior of students can be empowered by educational sectors, in which the guidance and counseling services are parts of the education. By providing guidance group service using the technique of suggestion can improve the students' self esteem. The importance of the techniques of suggestion in guidance services need to be accompanied by a monitoring counselor in the school, so that it is really programmed to be able to increase the students' self-esteem.
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Rothpletz, Ann M., Frederic L. Wightman, and Doris J. Kistler. "Self-Monitoring of Listening Abilities in Normal-Hearing Children, Normal-Hearing Adults, and Children with Cochlear Implants." Journal of the American Academy of Audiology 23, no. 03 (March 2012): 206–21. http://dx.doi.org/10.3766/jaaa.23.3.7.
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Background: Self-monitoring has been shown to be an essential skill for various aspects of our lives, including our health, education, and interpersonal relationships. Likewise, the ability to monitor one's speech reception in noisy environments may be a fundamental skill for communication, particularly for those who are often confronted with challenging listening environments, such as students and children with hearing loss. Purpose: The purpose of this project was to determine if normal-hearing children, normal-hearing adults, and children with cochlear implants can monitor their listening ability in noise and recognize when they are not able to perceive spoken messages. Research Design: Participants were administered an Objective-Subjective listening task in which their subjective judgments of their ability to understand sentences from the Coordinate Response Measure corpus presented in speech spectrum noise were compared to their objective performance on the same task. Study Sample: Participants included 41 normal-hearing children, 35 normal-hearing adults, and 10 children with cochlear implants. Data Collection and Analysis: On the Objective-Subjective listening task, the level of the masker noise remained constant at 63 dB SPL, while the level of the target sentences varied over a 12 dB range in a block of trials. Psychometric functions, relating proportion correct (Objective condition) and proportion perceived as intelligible (Subjective condition) to target/masker ratio (T/M), were estimated for each participant. Thresholds were defined as the T/M required to produce 51% correct (Objective condition) and 51% perceived as intelligible (Subjective condition). Discrepancy scores between listeners’ threshold estimates in the Objective and Subjective conditions served as an index of self-monitoring ability. In addition, the normal-hearing children were administered tests of cognitive skills and academic achievement, and results from these measures were compared to findings on the Objective-Subjective listening task. Results: Nearly half of the children with normal hearing significantly overestimated their listening in noise ability on the Objective-Subjective listening task, compared to less than 9% of the adults. There was a significant correlation between age and results on the Objective-Subjective task, indicating that the younger children in the sample (age 7–12 yr) tended to overestimate their listening ability more than the adolescents and adults. Among the children with cochlear implants, eight of the 10 participants significantly overestimated their listening ability (as compared to 13 of the 24 normal-hearing children in the same age range). We did not find a significant relationship between results on the Objective-Subjective listening task and performance on the given measures of academic achievement or intelligence. Conclusions: Findings from this study suggest that many children with normal hearing and children with cochlear implants often fail to recognize when they encounter conditions in which their listening ability is compromised. These results may have practical implications for classroom learning, particularly for children with hearing loss in mainstream settings.
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Endrika, Sujarwo, and Said Suhil Achmad. "Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 361–78. http://dx.doi.org/10.21009/jpud.142.14.
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Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school.
Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education
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Aljojo, Nahla, Asmaa Munshi, Wafa Almukadi, Ihdaa Alanaya, Azida Zainol, Hawazin Albalawi, Ghadeer Alharbi, et al. "The design and implementation of an Arabic pronunciation application for early childhood." Journal of Technology and Science Education 9, no. 2 (March 1, 2019): 136. http://dx.doi.org/10.3926/jotse.486.
Full textAbstract:
Learning is not limited to a certain age group or a formal study environment. However, the first eight years, and particularly the first three years, are most important, as the effects of the care and attention provided to the child during this period will continue throughout his or her life. A child’s early learning processes develop their educational abilities and skills, and fosters their academic achievements.Preschool can be very benefit to development and learning for children, but there are differences between countries in this area. It can reduce the repetition in the classroom and can raise achievement scores for students through the preschool programs of high quality (Jacobson and Linda 2008). There are many applications in the Middle East that teach kids, but there is didn't link between the vowels of the Arabic alphabet characters and verbally voice for each character and training to select correct format of Arabic alphabet like (fatha, dama and kasra). This study aims to develop an educational application for children from the ages of 3 to 5 to help them improve their skills and abilities. The application will also prepare them for school by teaching them the Arabic letters, pronunciation and the short vowels (fatha, dama and kasra). The application also aims to help children communicate and interact more effectively with their external environment by employing several theories about learning skills, such as Piaget’s Theory of Cognitive Development, Edger Dale’s Cone of Learning and Bloom's Taxonomy of Cognitive Goals. The application will focus on the first three levels of Bloom's Taxonomy Pyramid which are ‘Remember’, ‘Understand’ and ‘Apply’. Furthermore, the application will be designed to aid children with their Arabic pronunciation, and aural and oral skills, and train and educate them in preparation for attending school. The expected result is that it will be considerably better than educational books for children’s education. Combining education and play in e-learning applications is an important way to attract children.
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Undro, Evelina, and Sigita Girdzijauskienė. "Gifted Girls’ Learning Experience in General Education." Acta Paedagogica Vilnensia 43 (December 20, 2019): 57–70. http://dx.doi.org/10.15388/actpaed.43.4.
Full textAbstract:
The Munich Dynamic Ability-Achievement Model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. However, the literature indicates that the identification and education of gifted children in Lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. In general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. Gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. Gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. Teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. These factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.A qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. Six gifted girls from 13 years 10 months to 14 years 7 months, from three Vilnius schools, participated in the survey. The learning experience of gifted girls was revealed by three themes. They have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. It was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. Finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. All of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students.
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Al-Hail, Maryam A., Luluwah Al-Fagih, and Muammer Koç. "Partnering for Sustainability: Parent-Teacher-School (PTS) Interactions in the Qatar Education System." Sustainability 13, no. 12 (June 10, 2021): 6639. http://dx.doi.org/10.3390/su13126639.
Full textAbstract:
The interaction avenues, levels, and impacts between parents, schools and teachers have changed drastically due to the ever-increasing responsibilities, frequent and rapid changes in the curriculum, the invasive dominance of the internet and digital media in the lives of all stakeholders, and the digitization of learning materials, to name a few. This pilot study follows a design-thinking approach to investigate the current practices, needs, and challenges of parental involvement in public schools in Qatar to improve student achievements towards sustainable living and habits by identifying problems, developing solutions, and improving student achievement in conjunction with all local and relevant stakeholders. To this end, building on extensive and comparative studies on theories, models, and best practices within and outside the selected domain, a qualitative study is conducted to obtain insight from local teachers and parents in preparatory public schools. The grounded theory method is employed to analyze the data via the qualitative coding technique. The results indicate that parental involvement practices in Qatar public schools occur in different forms, including home-based and school-based learning. Furthermore, while almost all parents recognize the significance of parental involvement and show a high level of interest in being on the ‘Board of Trustees’, in reality, very few participate or volunteer in school activities, and they rarely visit classrooms or interact with teachers or schools, mainly due to their increasing job-related commitments. In addition, the majority of parents indicate the need for additional flexibility in communication with the school to increase their involvement. Meanwhile, the teachers highlight the significant lack of parental involvement in understanding, overcoming and improving student achievement in both academic subjects and sustainable living habits and actions. The study outlines a few key suggestions to overcome these challenges and improve the parent-teacher-school (PTS) partnership, including offering mandatory parenting classes, developing and implementing effective communication mechanisms to facilitate parent-school interactions, and involving parents in decision-making process relating to their children and other school-related activities. Despite the sampling limitation, this study’s findings represent a starting point for understanding the needs of PTS partnerships, current practices of parental involvement, and mechanisms to improve their contribution to Qatar’s schools.
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Sharma, Gouri, Mitashree Mitra, and Meeta Jha. "Classroom Environment as a predictor of Academic Achievement." Asian Man (The) - An International Journal 9, no. 1 (2015): 47. http://dx.doi.org/10.5958/0975-6884.2015.00006.7.
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Malusi, Benerdeta, Luke Odiemo, and Kimamo Githui. "Educational Inclusiveness: Addressing Society’s Failure to Accommodate Left-Handedness." International Journal of Learning and Development 9, no. 4 (November 21, 2019): 60. http://dx.doi.org/10.5296/ijld.v9i4.15577.
Full textAbstract:
Although left-handers are approximately 10% of any indiscriminate general population, they are remarkably over-represented globally in positions of leadership, administration and governance. This has been explained as being due to their right-brain dominance which appears to have made it easier for left-handers to be more elastic in cognitive activities, allowing them to easily cope with challenges, perceive the bigger idea and be self-sustaining. Cross-sectional studies also show meaningfully enhanced left-hander incidences among top athletes exclusively in interactive sports and boxing occasioned by the surprise effect. Despite this, left-handers experience difficulties using everyday tools. Pre-school left-handers experience hitches primarily in writing left-to-right, expressing and responding to spatial discernments, which has contributed to them being the majority in remedial classes. Mismatches in the teaching/learning environment causes older children to fail to complete timed tasks which negatively affects their academic achievements. In sports, left-handers benefit more from long and intense training because of using training manuals meant for right-handers. The adjustments left-handers have to make in school and at the workplace in order to function comfortably usually causes hand, back, neck and shoulder pains which not only decreases their effectiveness but also compromises their physical and emotional wellbeing. An amalgamation of all these has made left-handedness appear as an obstruction to daily life generally and specifically in school. This review paper that sought to establish that the society’s failure to accommodate left-handedness needs addressing, recommended creating societal left-handedness awareness programs, paradigm shifting in initial and continuing teacher training programs and classroom pedagogical approaches, establishment of inclusive teaching/learning resources, and the provision of evenhanded daily use tools by manufacturers at no extra cost.
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Eka, Eka Pratiwi, Nurbiana Dhieni, and Asep Supena. "Early Discipline Behavior: Read aloud Story with Big Book Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 321–31. http://dx.doi.org/10.21009/jpud.142.10.
Full textAbstract:
Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment.
Keywords: Early Discipline Behavior, Read aloud, Big Book Media
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Guirado, Terry, Camille Chambonnière, Jean-Philippe Chaput, Lore Metz, David Thivel, and Martine Duclos. "Effects of Classroom Active Desks on Children and Adolescents’ Physical Activity, Sedentary Behavior, Academic Achievements and Overall Health: A Systematic Review." International Journal of Environmental Research and Public Health 18, no. 6 (March 10, 2021): 2828. http://dx.doi.org/10.3390/ijerph18062828.
Full textAbstract:
The purpose of this systematic review was to examine the effects of active desks in the school setting on sedentary behavior, physical activity, academic achievements and overall health among children and adolescents aged 5–17 years. A systematic literature search was conducted using five databases until October 2020. Twenty-three studies were included. Studies reported an increase of around 36% in energy expenditure for cycling desks and between 15% and 27.7% for upright active desks. Children increased inhibitory control and selective attention capacity while using cycling desks. A heterogeneous quality of design and of results were observed limiting comparisons and conclusions for each active desk. Despite the lack of strong methodology for the included studies, active desks appear to be a promising intervention in classrooms to improve health-related outcomes in children aged 5–17 years. Due to weak methodology, future studies with stronger study designs and methodology are needed to better inform policy and practice about the role of classroom active desks on health-related outcomes in children and adolescents.
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Hart, Daniel, Debra Burock, Bonita London, Robert Atkins, and Gloria Bonilla‐Santiago. "The relation of personality types to physiological, behavioural, and cognitive processes." European Journal of Personality 19, no. 5 (August 2005): 391–407. http://dx.doi.org/10.1002/per.547.
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Three personality types, labeled resilient, over‐controlled, and under‐controlled, were identified through cluster analysis of classroom observations of 63 children, and used to understand biological, cognitive, and behavioural processes that influence academic achievement and aggression. Resilient children were found to be high in trait cortisol and high in academic achievement. Under‐controlled and over‐controlled children showed the greatest change in cortisol levels under stress, low levels of academic achievement, and attributed hostility to others in ambiguous situations. Under‐controlled children also exhibited high levels of externalizing behaviour in the classroom. The findings suggest that the single processes or traits assessed in this study do not mediate the associations of personality types to academic achievement and behaviour. The implications of the findings for the personality type construct and for personality processes are discussed. Copyright © 2005 John Wiley & Sons, Ltd.
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Javed, Tariq. "Association of Classroom Environment with Academic Achievement of Secondary School Girls in Pakistan." Mediterranean Journal of Social Sciences 8, no. 2 (March 28, 2017): 121–27. http://dx.doi.org/10.5901/mjss.2017.v8n2p121.
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Abstract The purpose of the study was to find out the association of classroom environment with the academic achievement of secondary school girls in Pakistan. The population of the study was 1104 Secondary School Teachers SSTs / Trained Graduate Teachers TGTs (Female), 5628 secondary school girls in 64 Federal Government Girls Secondary Schools. Multistage sampling was used in the present research. Three categories of schools (Large, Medium, Small) were constructed for research purpose on the basis of the number of students who appeared in SSC-I annual examination 2014 by a federal board of intermediate and secondary education Islamabad. The objectives of the study were to find out the nature of the classroom environment at girls secondary schools and to identify the association of classroom environment with the academic achievement of girls at secondary school level. Two hypotheses were formulated and tested with the help of statistical tests to achieve the objectives of the study. The study was descriptive in nature and survey technique was used to collect data from respondents. Data were collected on various aspects of the classroom environment, including temperature, furniture and fixture, arrangement of furniture, air, light, writing board facilities. The tool consisting of fourteen statements on classroom environment was getting validated from four experts to determine content validity. Reliability of the research instrument was determined by using Cronbach Alpha based which was. 855. The analysis of the collected data was carried out by using two non parametric statistical tests, i.e. (i) Chi Square test, (ii) Mann Whitney U test. There was a positive association between the classroom environment and academic achievement of girls at secondary school level.
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Alkharusi, Hussain. "Classroom Assessment Communication, Perceived Assessment Environment, and Academic Achievement: A Path Analysis." British Journal of Education, Society & Behavioural Science 8, no. 2 (January 10, 2015): 117–26. http://dx.doi.org/10.9734/bjesbs/2015/17670.
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Colmar, Susan, and Kit Double. "Working Memory Interventions With Children: Classrooms or Computers?" Journal of Psychologists and Counsellors in Schools 27, no. 2 (July 21, 2017): 264–77. http://dx.doi.org/10.1017/jgc.2017.11.
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The importance of working memory to classroom functioning and academic outcomes has led to the development of many interventions designed to enhance students’ working memory. In this article we briefly review the evidence for the relative effectiveness of classroom and computerised working memory interventions in bringing about measurable and sustainable benefits to students’ working memory, classroom engagement, and academic performance. Although there is considerable evidence that working memory is significantly linked to academic achievement, virtually no research has been undertaken within the classroom context, nor has the research had an intervention focus, nor has any research involved students themselves. Although there is a large amount of research on computerised working memory training programs, the evidence confirms that such programs rarely provide transferable or sustainable benefits to students’ working memory, classroom functioning, or academic performance. Positive evidence is provided for one classroom intervention specifically designed for personal and independent use by students, with their teachers’ support. Recommendations for classroom practice and directions for further research combining classrooms and computer interventions are discussed.
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Attayib Umar, Abdul-Majeed. "The Effect of Classroom Environment on Achievement in English as a Foreign Language (EFL): A Case Study of Secondary School Students in Gezira State: Sudan." World Journal of English Language 7, no. 4 (December 24, 2017): 1. http://dx.doi.org/10.5430/wjel.v7n4p1.
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Classroom environment plays a significant role in determining students’ level of academic achievement and enhancingtheir holistic growth. For students, the classroom is not just an intellectual space, but also a social, emotional andphysical environment. The purpose of this study is to examine the effects of classroom environment on learningEnglish as a foreign language by a group of first grade students at Secondary Schools in Gezira State in the Sudan. Thisstudy indorses the experimental approach to realize its objective. Two groups of students are classified as theExperimental and the Control group and assigned to study under two different classroom environments. TheExperimental group consists of (122) students. These are accommodated in three well renovated classrooms; while theControl group which includes (135) students are assigned to study in non-renovated schools under relatively poorclassroom environments. The two groups are taught the same English language material by teachers with similarqualifications and experiences during the first term of the academic 2016. Scores in the English Final Examination forthe two groups are compared to check the classroom environment effect on the students’ achievement. These scores aretabulated and analysed using descriptive statistics. The results reveal that there are significant differences between theachievements of the Experimental and the Control group in English in favour of the Experimental group who havestudied under favourable classroom conditions. The researcher has also explored the administrators’ and teachers’viewpoints regarding the learning environment in the study zone and its possible impact on students’ achievement inEnglish. The study ends up with some recommendations including conducting further studies on the environmentaleffect on other school subjects and on female students’ achievement.
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Ceylan, Veysel Karani, and Ayşe Elitok Kesici. "Effect of blended learning to academic achievement." Journal of Human Sciences 14, no. 1 (February 13, 2017): 308. http://dx.doi.org/10.14687/jhs.v14i1.4141.
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In this study, the effects of blended learning on the middle school students’ academic achievement level and product evaluation scores were investigated. Blended learning provides more effective learning outcome gains through enriching todays’ developing Web Technologies with learning environments. This study was carried out with a total of 53 students enrolled in the experimental group and control group in the 6th grade classrooms during the 2014/2015 school year in a middle school in southwest part of Turkey. The intervention lasted 7 weeks. During the seven weeks, the unit of “problem solving, computer programming and development of Software product”, covered in Educational technologies and Software course, is taught through blended learning environment. The experimental group was taught using blended learning environment which supported with enriched web technologies (such as video-conference, Learning Management System, Discussion blogs , etc.). Whereas the experimental group was given access to all these enriched contents that are presented to the control group only during the classroom environment through present teaching methods.The design of the study includes quantitative method. We collected quantitative data such as academic achievement test and product evaluation scale. Academic achievement test and product evaluation scale were used as quantitative data collection sources. Quantitative data was collected through the evaluation of students’ projects that they developed during the process of the study and the academic achievement tests. During the data analysis phase, independent t-test, frequency and ANOVA tests were used. As a result of this study, it is concluded that blended learning environment had generated a significant difference in students’ academic achievement on behalf of experimental group. Implications of the study for the educational environments were discussed.
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Taşpolat, Ata, Fezile Özdamli, and Emrah Soykan. "Programming Language Training With the Flipped Classroom Model." SAGE Open 11, no. 2 (April 2021): 215824402110214. http://dx.doi.org/10.1177/21582440211021403.
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The flipped classroom method, which could be considered as one of the crucial new generation teaching approaches, is a permutation of the educational activities that are carried out inside and outside of the classroom environment. The main purpose of the present study is to determine the impact of the flipped classroom approach on students’ academic achievement and their attitudes toward programming and methodology at the higher education level. The current study employed a mixed research method as findings were transcribed on the basis of quantitative and qualitative data sets. Academic achievement tests and attitudes toward programming scales were used to collect quantitative data, whereas a semistructured focus group interview was used to collect the qualitative data set. The findings demonstrated that a statistically significant difference existed among the students in the experimental group and students within the control group regarding their attitudes toward programming and academic achievement. The results of the study reported that the experimental group had more positive attitudes and higher levels of academic achievement when compared with the control group. The advantages of the flipped classroom model include the elevated teacher–student interaction, raised independence in terms of accessing courses regardless of time and place, the opportunity to save time particularly during practicing, student-centered structure and increased motivation. This method also has many disadvantages. These include the need for technological requirements, students not watching videos, poor attendance to the course, and the lowered student–teacher interaction, especially outside the classroom.
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Broussard, S. C. "The Relationship Between Classroom Motivation and Academic Achievement in Elementary-School-Aged Children." Family and Consumer Sciences Research Journal 33, no. 2 (December 1, 2004): 106–20. http://dx.doi.org/10.1177/1077727x04269573.
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Sungur, Semra, and Burcu Senler. "Students' achievement goals in relation to academic motivation, competence expectancy, and classroom environment perceptions." Educational Research and Evaluation 16, no. 4 (August 2010): 303–24. http://dx.doi.org/10.1080/13803611.2010.523291.
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Baek, Sun-Geun, and Hye-Jeong Choi. "The relationship between students ’ perceptions of classroom environment and their academic achievement in Korea." Asia Pacific Education Review 3, no. 1 (July 2002): 125–35. http://dx.doi.org/10.1007/bf03024926.
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Simmons, Nathan, and Ian Hay. "Early Adolescents' Friendship Patterns in Middle School: Social–Emotional and Academic Implications." Australian Educational and Developmental Psychologist 27, no. 2 (December 1, 2010): 59–69. http://dx.doi.org/10.1375/aedp.27.2.59.
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AbstractThis research examined the interactions between friendship patterns, school achievement, coping skills, self-concept and the classroom learning environment for 182 early adolescents, mean age 13 years 5 months (47.25% male). Participants completed the Friendship Nomination Form. The second phase of data collection focused on adolescents with high or low friendship ratings, who then completed four social and two academic measures. The social measures were: (1) Friendship Quality Scale (FQS; Bukowski, Hoza, & Boivin, 1994), (2) Self-Description Questionnaire II–Short Form (Marsh, 1990), (3) Coping Strategy Indicator–Short Form (CSI-S; Amirkhan, 1990) and (4) What is Happening in this Classroom Scale (WIHIC; Fraser, Fisher, & McRobbie, 1996). Adolescents with more friends reported more companionship and help from friends. Those with fewer friends perceived their classroom to be less cohesive and less cooperative. Females reported more closeness and friendship commitment than males. Friendship patterns had a significant influence on students' English achievement but not their mathematics achievement. The implications of the findings for school professional are discussed.
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Estell, David B., Thomas W. Farmer, Robert B. Cairns, and Beverley D. Cairns. "Social relations and academic achievement in inner-city early elementary classrooms." International Journal of Behavioral Development 26, no. 6 (November 2002): 518–28. http://dx.doi.org/10.1080/01650250143000472.
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There is a great deal of research documenting the relationship of peers to academic achievement in late childhood and adolescence, but little work documenting the extent to which this holds for younger children. The current research examined the classroom social structure and academic achievement of inner-city African-American early elementary schoolchildren. Ninety-two (53 boys, 39 girls) first-graders from two inner-city schools were followed for 2 years. Teacher ratings of popularity and academic ability were positively related, and distinct peer groups marked by similar levels of achievement of constituent members were identified. Longitudinal analyses found support for selective affiliation based on academic achievement.
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Gentova, Cecile S., and Dennis V. Madrigal. "Classroom Climate and Student’s Academic Performance of a Public School in Antique." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 51–52. http://dx.doi.org/10.52006/main.v3i2.254.
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Classroom climate is a comprehensive set of educational, psychological, social, cognitive, organizational, and physical variables that may affect the academic achievement of learners. Perceptions of students in their learning environment affect the way they perform in the classroom. However, classroom climate is a less explored construct creating much dearth on the local literature. Hence, the paper aimed to determine the degree of classroom climate in terms of discipline, learning, assessment, student interactions, attitude, and culture. Moreover, it also assessed if a significant difference exists when assessors are grouped according to the designation. Likewise, it determines the correlation between classroom climate and academic performance of junior high school students in a public school in Antique.
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Cheung, Siu-Kau. "LIFE EVENTS, CLASSROOM ENVIRONMENT, ACHIEVEMENT EXPECTATION, AND DEPRESSION AMONG EARLY ADOLESCENTS." Social Behavior and Personality: an international journal 23, no. 1 (January 1, 1995): 83–92. http://dx.doi.org/10.2224/sbp.1995.23.1.83.
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Recent studies have consistently found that recent life events are related to depressive symptoms among children and adolescents. A supportive environment is frequently demonstrated to moderate the impact of life events. However, most of the studies focus only on the family environment, while the school environment is grossly neglected. The present study examines the effect of social support and achievement efficacy on depression and its possible moderating role among 3,582 early adolescents. It is found that a supportive environment and a sense of achievement expectation have a direct beneficial effect on adolescents, but only achievement expectation demonstrates the moderating effect. The implications of the findings are discussed.
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Sink, Christopher A., Jerrold E. Barnett, and Jon E. Hixon. "Self-Regulated Learning and Achievement by Middle-School Children." Psychological Reports 69, no. 3 (December 1991): 979–89. http://dx.doi.org/10.2466/pr0.1991.69.3.979.
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The relationship of self-regulated learning to the achievement test scores of 62 Grade 6 students was studied. Generally, the metacognitive and affective variables correlated significantly with teachers' grades and standardized test scores in mathematics, reading, and science. Planning and self-assessment significantly predicted the six measures of achievement. Step-wise multiple regression analyses using the metacognitive and affective variables largely indicate that students' and teachers' perceptions of scholastic ability and planning appear to be the most salient factors in predicting academic performance. The locus of control dimension had no utility in predicting classroom grades and performance on standardized measures of achievement. The implications of the findings for teaching and learning are discussed.
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Pérez-Pereira, Miguel, Carolina Tinajero, María Soledad Rodríguez, Manuel Peralbo, and Jose Manuel Sabucedo. "Academic Effects of the Prestige Oil Spill Disaster." Spanish journal of psychology 15, no. 3 (November 2012): 1055–68. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n3.39396.
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The effect of a large scale oil spill disaster on the academic achievement and classroom behavior of children and adolescents who lived on the Galician coast (Spain) is studied from an ecological perspective. 430 participants divided into three age groups of 5, 10, and 15 years of age, were studied. The participants came from three areas differently affected by the disaster. Dependent variables were academic achievement and classroom behavior of the participants after the Prestige disaster. Degree of exposure and other protective or risk factors were investigated as well. Repeated measures ANOVA to assess the main effects of the oil spill and hierarchical regression analyses to assess the contribution of the protective/vulnerability factors were performed.The results indicate that the effects of the disaster were relatively scarce. Some protective factors accounted for a certain degree of variance of different schoolroom behaviors. These results point to the intervention of protective factors in the adaptation to the disaster.
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Lacoe, Johanna. "Too Scared to Learn? The Academic Consequences of Feeling Unsafe in the Classroom." Urban Education 55, no. 10 (October 24, 2016): 1385–418. http://dx.doi.org/10.1177/0042085916674059.
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A safe environment is a prerequisite for productive learning. Using a unique panel data set of survey responses from New York City middle school students, the article provides insight into the relationship between feelings of safety in the classroom and academic achievement. The survey data include the reported feelings of safety for more than 340,000 students annually from 2007 to 2010 in more than 700 middle schools. Findings show a consistent negative relationship between feeling unsafe in the classroom and test scores. The study provides insight into the mechanisms through which feeling unsafe in the classroom relates to test scores and presents multiple robustness checks to support the central finding.
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Marjoribanks, Kevin. "Family and Ability Correlates of Academic Achievement: Social Status Group Differences." Psychological Reports 93, no. 2 (October 2003): 419–22. http://dx.doi.org/10.2466/pr0.2003.93.2.419.
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In a set of interrelated investigations in 2001-03, García Bacete and Rosel Remírez, Marjoribanks, and García Bacete and Villanueva Badenes examined relationships among intellectual ability, family environment, and academic achievement. Analysis in this follow-up study showed that relationships among ability, environment, and achievement varied for children from different social status groups.
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Tripathi, Himanshu. "ASSESMENT OF PHYSICAL ACTIVITY ON ACADEMIC PERFORMANCE OF SCHOOL CHILDREN." International Journal of Research -GRANTHAALAYAH 4, no. 2 (February 29, 2016): 232–38. http://dx.doi.org/10.29121/granthaalayah.v4.i2.2016.2833.
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There is a need to find out the association between school-based physical activity, including physical education and academic performance among school-aged youth. To better understand these connections, this research paper first finds out the independent variables upon which academic performance depends. Study is from a range of physical activity contexts, including school-based physical education, recess, classroom-based physical activity and extracurricular physical activity. In his attempt researcher studied 120 students from 04 CBSE schools of Bikaner District, Rajasthan. He uses Physical Activity Questionnaire for Children (PAQ-C) to find out physical activity performance of students, examination/ test scores to find out the academic achievement and stroopcolour word task to find out the academic performance which includes cognitive dimension also.
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Laganovska, Egija. "MOTOR COORDINATION DIFFICULTIES IN CHILDREN WITH LEARNING DISABILITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 86. http://dx.doi.org/10.17770/sie2016vol3.1434.
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Nowadays increasing the number of children with learning disabilities in comprehensive schools of Latvia, so it is necessary preventive measures during schooltime. One of the support measures are short movement activity in academic lessons. The aim of article is theoretical analyze the correlations between motor coordination difficulties and the child's academic achievement and find out primary school teachers' views on possible support for children with learning disabilities. Main findings – development of motor coordination in children of primary schools is effective when using short movement breaks in classroom. Research methods: analysis of scientific and methodological literature, a survey of primary school teachers from Riga (88 respondents), data collection and analysis.
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Meremikwu, Anne Ndidi, and Ekpenyong Effiong Ibok. "Influence of classroom environment on senior secondary school students academic achievement in mathematics in Calabar Nigeria." Educational Research and Reviews 15, no. 8 (August 31, 2020): 495–503. http://dx.doi.org/10.5897/err2020.3983.
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Ningrum, Diah. "THE EFFECTS OF POPULAR PRO-SOCIAL BEHAVIOUR CHILDREN ON PEERS AND SCHOOL ENVIRONMENT." Dialectical Literature and Educational Journal 4, no. 1 (October 23, 2019): 27–36. http://dx.doi.org/10.51714/dlejpancasakti.v4i1.7.pp.27-36.
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The aims of the study were to find out the effects of popular pro-social children on peers and school environment. Mixed methods were used in the present study which had two phases; quantitative method and qualitative method. Peer matrix of peer nomination was used as data collection in quantitative, meanwhile interview was used in qualitative method. The results revealed that 5 popular children obtained from peer matrix of peer nomination were liked most by peers. The Results indicated that popular children gave effects on peers and school environment. Popular children influenced their peers and school environment in pro-social behaviour, leadership, and academic achievement. Meanwhile, besides in academic achievement homeroom teachers also agreed on the effects of popular children in pro-social behaviour.
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Opdenakker, Marie-Christine, and Alexander Minnaert. "Relationship between Learning Environment Characteristics and Academic Engagement." Psychological Reports 109, no. 1 (August 2011): 259–84. http://dx.doi.org/10.2466/09.10.11.pr0.109.4.259-284.
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The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.
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Walker, Sue, and Donna Berthelsen. "Gender Differences in Early Literacy and Mathematics Achievement and Self-regulatory Behaviours in the First Year of School: An Australian Study." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 70–78. http://dx.doi.org/10.23965/ajec.42.1.08.
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THIS PAPER PRESENTS ANALYSES of gender differences in classroom behaviours (e.g. attentiveness and task persistence) and early academic outcomes. Data is drawn from Growing Up in Australia: The Longitudinal Study of Australian children (LSAC). In these analyses, data from Wave 1 data collection (2004) and Wave 2 data collection (2006) for the Kindergarten Cohort are used. A sample of 2315 children who were in Year 1 of school at Wave 2 data collection are the focus for the analyses reported. The analyses draw on teacher ratings of children's literacy and language competence and mathematical thinking in Year 1 of school; as well as ratings of children's self-regulatory behaviour in the classroom and level of problem behaviours. Girls were rated by their teachers as having better literacy and language outcomes that were predicted by more positive classroom behaviours. Results are discussed with respect to the influence of children's classroom behaviours on academic learning at the beginning of formal schooling.