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Journal articles on the topic 'Relationships between school subjects'
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1
Baños, Raúl, Antonio Baena-Extremera, and Antonio Granero-Gallegos. "The Relationships between High School Subjects in terms of School Satisfaction and Academic Performance in Mexican Adolescents." International Journal of Environmental Research and Public Health 16, no. 18 (September 19, 2019): 3494. http://dx.doi.org/10.3390/ijerph16183494.
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Adolescents’ academic performance and the way it is related to their subjective wellbeing are issues of great interest across educational systems. The purpose of this study was to ascertain how satisfaction with high school subjects can predict school satisfaction and academic performance in Mexican students. The sample consisted of 457 high school students in the Baja California and Nuevo León states in Mexico (247 boys, 210 girls); their mean age being 14.10 (SD = 0.84). We used a questionnaire featuring a subject satisfaction scale, an intrinsic school satisfaction scale, and one related to academic grades. We used descriptive analyses, correlations, and structural regression models. In terms of results, the high satisfaction and academic performance levels in physical education, Spanish and English are worth highlighting. Geography and history are the most relevant predictors of academic grades, while Spanish predicts school satisfaction and physical education predicts boredom. In conclusion, satisfaction with mathematics, Spanish, and English are strong predictors of satisfaction (SATF), and the latter in turn predicts Mexican high school students’ academic performance.
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Weiss, Amy L., and Cynthia J. Johnson. "Relationships between narrative and syntactic competencies in school-aged, hearing-impaired children." Applied Psycholinguistics 14, no. 1 (January 1993): 35–59. http://dx.doi.org/10.1017/s0142716400010134.
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ABSTRACTSchool-aged, hearing-impaired children's propensity for incorporating complex syntax into the narratives and conversations they produced was investigated. Language samples containing both conversations and narratives in the form of story retellings were collected from seven subjects with moderate-to-severe hearing losses. Both portions of the samples were analyzed for a set of basic and complex syntax features discussed in the developmental literature. In addition, the narrative portions of the samples were analyzed for the subjects' use of the components of story grammar, appropriate use of cohesion, and episode integrity.
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Coleman, Laurence J., and Tracy L. Cross. "Relationships between Programming Practices and Outcomes in a Summer Residential School of Gifted Adolescents." Journal for the Education of the Gifted 16, no. 4 (July 1993): 420–41. http://dx.doi.org/10.1177/016235329301600407.
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A study was conducted to determine which practices in a special school for gifted and talented adolescents were associated with ratings of effectiveness of program outcomes. Subjects included 2,213 students attending the five Tennessee Governor's Schools from 1986 to 1988 and the directors of the schools. Questionnaire data collected from the students were compared with internal data gathered via interviews from the school directors to establish which changes in practice influenced students' ratings. Relationships were found between student' ratings of program effectiveness and director' changes in program practices. In addition, yearly evaluation data were compared with three year evaluation data to illustrate potential misinterpretations of program effectiveness. A case is made to expand the time line for program evaluations so the iterative nature of the relationship between practices and outcomes will emerge against the specific program backdrop which includes population characteristics and director decision making.
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Madden, Andrew D., Sheila Webber, Nigel Ford, and Mary Crowder. "The relationship between students’ subject preferences and their information behaviour." Journal of Documentation 74, no. 4 (July 9, 2018): 692–721. http://dx.doi.org/10.1108/jd-07-2017-0097.
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Purpose The purpose of this paper is to investigate the relationship between preferred choice of school subject and student information behaviour (IB). Design/methodology/approach Mixed methods were employed. In all, 152 students, teachers and librarians participated in interviews or focus groups. In total, 1,375 students, key stage 3 (11-14 years) to postgraduate, responded to a questionnaire. The research population was drawn from eight schools, two further education colleges and three universities. Insights from the literature review and the qualitative research phase led to a hypothesis which was investigated using the questionnaire: that students studying hard subjects are less likely to engage in deep IB than students studying soft subjects. Findings Results support the hypothesis that preferences for subjects at school affect choice of university degree. The hypothesis that a preference for hard or soft subjects affects IB is supported by results of an analysis in which like or dislike of maths/ICT is correlated with responses to the survey. Interviewees’ comments led to the proposal that academic subjects can be classified according to whether a subject helps students to acquire a “tool of the Mind” or to apply such a tool. A model suggesting how IB may differ depending on whether intellectual tools are being acquired or applied is proposed. Practical implications The “inner logic” of certain subjects and their pedagogies appears closely linked to IB. This should be considered when developing teaching programmes. Originality/value The findings offer a new perspective on subject classification and its association with IB, and a new model of the association between IB and tool acquisition or application is proposed, incorporating the perspectives of both teacher and student.
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Barjaktarov, Zorica, and Goran Opacic. "The relationship between academic self-concept and professional interests of final grade primary school students." Zbornik Instituta za pedagoska istrazivanja 50, no. 1 (2018): 135–57. http://dx.doi.org/10.2298/zipi1801135b.
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In the eighth grade of primary school, students make their first decisions on further education and profession. These decisions are influenced by interests, as well as the assessments of one?s own competence in different domains of activity. The aim of this research is to determine the structure of the relationship between academic self-concept and professional interests. The sample of respondents is convenient and includes 286 eight-grade primary school students. For the purposes of the research, we constructed the instruments for the assessment of academic self-concept on the level of school subjects and professional interests, devised in accordance with the Holland?s RIASEC model. All scales had satisfactory psychometric properties. Using linear correlations and canonical correlation analysis, we attempted to determine whether the relationship between professional interests and academic self-concept suits the classification of school subjects according to Holland?s RIASEC themes. Linear correlations have partially confirmed the assumed relationships between the two constructs. Four pairs were extracted by the canonical correlation analysis, reflecting: 1) the global relationship between the two constructs; 2) the relationship of self-concept in foreign language, Serbian language and literature, art and music mostly with the artistic interest type, but also the social and conventional type; 3) the relationship of self-concept in biology, chemistry, but also history, with the investigative interest type; 4) for the most part, the relationship of self-concept in physical education and physics with the social and enterprising interest type. Although it has been confirmed that there is a positive relationship between the two constructs within Holland?s RIASEC themes, the assumed classification of school subjects depicts the relationships between the two sets of variables only in the simplified form. The contribution of this research is in enhancing the understanding of the relationship between the factors of educational and professional development.
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Hornbach, Christina M., and Cynthia C. Taggart. "The Relationship between Developmental Tonal Aptitude and Singing Achievement among Kindergarten, First-, Second-, and Third-Grade Students." Journal of Research in Music Education 53, no. 4 (December 2005): 322–31. http://dx.doi.org/10.1177/002242940505300404.
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The purpose of this study was to determine the relationship between singing achievement and developmental tonal aptitude for students in kindergarten through third grade. In addition we investigated whether singing achievement differs according to grade level or school setting. Subjects (N = 162) were randomly selected kindergarten, first-; second-, and third-grade children from schools in two different school districts. Correlations between composite singing achievement scores and scores on the Primary Measures of Music Audiation-Tortal reflected no meaningful relationships between singing achievement and developmental tonal aptitude. Two-way analysis of variance revealed no significant interaction between school and grade. However, there were significant main effects for school and grade (p <. 001). With the exception of third-grade students, older students demonstrated greater singing achievement than younger students.
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Nurochim, Nurochim, and Siti Ngaisah. "Organisasi Sekolah di Masa Pandemi." Journal Of Administration and Educational Management (ALIGNMENT) 3, no. 2 (December 22, 2020): 154–67. http://dx.doi.org/10.31539/alignment.v3i2.1345.
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The purpose of this study is to find a picture of how the condition of the school organization during the pandemic, from the scope of individuals, social groups, relationships between organizations, relationships between institutions, and policies. The subjects of this study are literature, literature sources that discuss pandemics, conditions, individual attitudes in school organizations, relationships with social groups, communities, institutions and policies. The results of this study explain that in order for schools to continue to achieve educational goals with good quality, the integration of functions between school principals, teachers, and all school resources, groups of educators and education staff organizations, between organizations, institutions in society, and policies must work. in harmony. Conclusion,
Keywords: Pandemic, School, Organization, Ecology, Social.
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Elsworth, Gerald R. "School Size and Diversity in the Senior Secondary Curriculum: A Generalisable Relationship?" Australian Journal of Education 42, no. 2 (August 1998): 183–203. http://dx.doi.org/10.1177/000494419804200205.
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UNDERPINNING the debate on the desirable size of secondary schools is the assumption that larger schools are able to offer a more diverse curriculum and thereby provide greater equality of educational opportunity and outcomes. A detailed study of curriculum provision at Year 12 in Victoria showed that the positive relationship between school size and the number of distinct subjects offered was generalisable across ‘mainstream’ schools and all curriculum fields. But many small schools were able to offer a broad range of subjects, and the increase in diversity with school size was uneven across fields. Furthermore, evidence that students actually enrolled in the additional subjects offered in the larger schools was equivocal. It remains problematic whether the apparent diversity in Year 12 subject offerings achieved in the new, larger, secondary colleges in Victoria has led to a more equitable curriculum.
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Warren, Ruby. "Low Levels of Teacher Information Literacy Awareness and Collaboration Between Librarians and Teachers in Information Literacy Instruction." Evidence Based Library and Information Practice 13, no. 3 (September 13, 2018): 88–90. http://dx.doi.org/10.18438/eblip29459.
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A Review of:
McKeever, C., Bates, J., & Reilly, J. (2017). School library staff perspectives on teacher information literacy and collaboration. Journal of Information Literacy, 11(2), 51-68. https://doi.org/10.11645/11.2.2187
Abstract
Objective – Researchers sought to determine school library staff perspectives on the information literacy knowledge held by secondary school teachers, and teacher relationships with the library.
Design – Interviews analyzed with thematic and axial coding.
Setting – Secondary schools in Northern Ireland.
Subjects – 21 schools across Northern Ireland were selected as a sample, including urban, rural, integrated, grammar, and secondary schools. 16 schools ultimately participated.
Methods – Semi-structured interviews were conducted with one library staff member at each selected secondary school. Interview audio and notes were transcribed and coded thematically both manually by the researchers and using NVivo. Categories were identified by open coding, then relationships identified via axial coding.
Main Results – The majority (10 of 16) of library staff members interviewed expressed that they had not been asked about information literacy by teachers, and only one library staff member described a truly collaborative instructional relationship with teaching staff. The majority of staff expressed either that teachers were familiar with concepts related to information literacy but did not know the name for them, or, that they thought information literacy was entirely unfamiliar to teachers at their school. Staff frequently cited competing priorities (for example, standardized testing) and limited class time as potential causes for teachers not focusing on information literacy concepts.
Conclusion – Both cultural and policy changes need to be made in schools to prioritize information literacy as a core competency for both students and teachers. The researchers call for greater intra-school collaboration as a means to achieve this cultural change.
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Antrop-González, René. "Voices of Puerto Rican Pride and Cultural Affirmation in a Chicagoalternative High School." Practicing Anthropology 24, no. 3 (July 1, 2002): 14–19. http://dx.doi.org/10.17730/praa.24.3.p814607644712517.
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The year 1998 marked the 100th anniversary of the colonial relationship between Puerto Rico and the United States. As in the case of most colonial relationships, a tool that has often been utilized in the colonizer's quest to delegitimize their subjects' culture and language has been the school. Of course, these schools' hidden curricula and their insidious contributions towards the attempted cultural and linguistic genocide of the Puerto Rican people have not been met without resistance on behalf of teachers, students, religious, and community leaders (Solís 1994).
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Yu, Fu-Yun. "Competition or Noncompetition: Its Impact on Interpersonal Relationships in a Computer-Assisted Learning Environment." Journal of Educational Technology Systems 25, no. 1 (September 1996): 13–24. http://dx.doi.org/10.2190/00w0-whd6-4d25-b7v1.
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The study explored the differential effects of intra-group cooperation with and without inter-group competition on interpersonal relationships in a CAI environment in Taiwan. Six classes of fifth-grade students (a total of 192) randomly selected from one primary school in Taipei were randomly assigned to two treatment conditions. Interpersonal relationships among participants were collected via a written post-session, self-report questionnaire measuring subject perceptions toward their own dyad, and other dyads. According to the collected data, statistically significant differences were found between the two treatment conditions in subject perceptions toward their own dyad as well as other dyads. In addition, subjects in the cooperation without inter-group competition condition tended to have better perceptions toward both their own dyad and other dyads than subjects in the cooperation with inter-group competition condition.
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Kingma, Johannes, and Bruno Zumbo. "Relationship between Seriation, Transitivity, and Explicit Ordinal Number Comprehension." Perceptual and Motor Skills 65, no. 2 (October 1987): 559–69. http://dx.doi.org/10.2466/pms.1987.65.2.559.
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In this study the predictive relationship between seriation, transitivity, and explicit knowledge of ordinal number, as measured with number-line comprehension tasks and the Number Facility test of Thurstone are reported. Subjects were 170 4- to 7-yr.-old children from kindergarten and primary school Grades 1 and 2. The transitivity and seriation tasks were administered at the beginning of the school year. One year later, the subjects were tested again on number-line comprehension and the Number Facility test. Two scoring criteria were employed for transitivity, judgment-only and judgment-plus-explanation. A strong relationship of .74 was found between seriation and number-line comprehension. Moderate relationships of, respectively, .48 and .47 were observed between transitivity (for both scoring criteria) and number-line comprehension. Seriation also showed the strongest predictive relation with the Number Facility test of .76. The predictive values of transitivity according to the judgment only criterion and transitivity judgment-plus-explanation on the Number Facility Test were, respectively, .50 and .60. In multiple regression analysis, no significant increase in the predictive value on number-line comprehension was observed for any combination of seriation and transitivity. However, the only significant increase in the predictive value on the Number Facility test of .81 was observed for the combination of seriation and transitivity according to the judgment-and-explanation criteria.
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Smith, Nicole E. I., Ryan E. Rhodes, Patti-Jean Naylor, and Heather A. McKay. "Exploring Moderators of the Relationship between Physical Activity Behaviors and Television Viewing in Elementary School Children." American Journal of Health Promotion 22, no. 4 (March 2008): 231–36. http://dx.doi.org/10.4278/061027138r1.1.
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Purpose. Previous research suggests that there is limited evidence to support a negative association between physical activity (PA) behaviors and television (TV) viewing time in children. The purpose of this study was to extend the research involving PA–TV viewing relationships and to explore potential moderators, including gender, ethnicity, weekday/weekend behaviors, structured/unstructured activities, and seasonal variability. Design. A 9-month longitudinal design, across one school year, with assessments every 3 months. Setting. Elementary schools in the Vancouver and Richmond districts of British Columbia, Canada. Subjects. Subjects (N = 344; 47% female) were 9- to 11-year-old children who participated in a school-based PA initiative from September 2003 to June 2004. Intervention. Not applicable. Measures. Assessments of PA were measured using the Physical Activity Questionnaire for Children. TV viewing time and structured PA were measured using a self-report questionnaire. Analysis. Basic descriptives, Pearson r bivariate correlations and moderated multiple regressions with mean centered variables. Results. No significant interaction effects were found for any of the proposed moderators. Null bivariate correlations are supportive of findings in previous literature. Conclusions. Our results did not find support for PA–TV viewing relations, regardless of gender, ethnicity, structured PA, and seasonal variability. PA interventions aimed at modifying sedentary behaviors, such as TV viewing may not be warranted.
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Oliveira, Luysienne Silva de, and Maria Núbia Barbosa Bonfim. "Relationships at school: social representations of supervisors and teachers." Revista Tempos e Espaços em Educação 14, no. 33 (September 15, 2021): e14223. http://dx.doi.org/10.20952/revtee.v14i33.14223.
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This study discusses the relations of belonging at school between supervisors and teachers, aiming to analyze in which relational group these authors belong more strongly. The Theory of Social Representations guided the research, in view of its construction processes, anchoring and objectification, to be closely linked to belonging, making the strange, familiar. Data collection was carried out through semi-structured and in-depth interviews distributed by: Classification by Elements of Meaning, Lexical Content Analysis and Thematic Analysis. The results point out, among other factors, that the construction of representations by social groups makes the stranger known to the subjects, pointing to belonging to the group of people or to the place, in addition, belonging is in the self and the other's recognition as part of the same group, not only based on affection, but on partnership, sharing and exchange of professional knowledge.
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Coetzee, Dané, Wilmarié du Plessis, and Deidré van Staden. "Longitudinal Effects of Excessive Weight and Obesity on Academic Performance of Primary School Boys in Different Socio-Economic Statuses: The NW-CHILD Study." International Journal of Environmental Research and Public Health 18, no. 17 (August 24, 2021): 8891. http://dx.doi.org/10.3390/ijerph18178891.
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Obesity affects millions of children worldwide and can often impact their academic performance. This longitudinal study, conducted over seven years, determines the effects of excessive weight and obesity on the academic performance of primary school boys, taking into account their socio-economic status (SES). The study forms part of a seven-year (2010–2016) longitudinal study, the North-West Child-Health-Integrated-Learning and Development (NW-CHILD) study, which includes a baseline measurement and two follow-up measurements of the 181 participants from varying areas in the North West Province. Two-way frequency tables, repeated measure ANOVA’s and Spearman rank order correlations were used to analyze the data. The Body Mass Index (BMI) of the participants reported an increase from 2010–2016. Nearly all of the school subjects reported small to large correlations between BMI and academic performance (r ≥ 0.1 and r ≥ 0.3), except for Afrikaans in 2013 (r = −0.06). Only two subjects (English and Language as tested with the ANA test) reported medium effects (r ≥ 0.3), whereas the other subjects only reported small effects (r ≥ 0.1). No statistically significant relationships (p ≥ 0.05) were observed between the BMI values and academic subjects, however SES and school subject scores reported several statistically significant relationships, especially regarding Language (English and First Additional Language) and Mathematics (p = 0.02). Overweight and obese primary school boys in the North West Province of South Africa reported a higher academic performance in comparison to boys of a normal weight, even when SES was taken into consideration. Further studies are recommended to verify current findings regarding weight, obesity and academic performance.
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Romans, S. E., J. L. Martin, J. C. Anderson, M. L. O'Shea, and P. E. Mullen. "Factors that mediate between child sexual abuse and adult psychological outcome." Psychological Medicine 25, no. 1 (January 1995): 127–42. http://dx.doi.org/10.1017/s0033291700028154.
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SynopsisThe psychological outcome for a random community sample of women who had experienced significant childhood sexual abuse was assessed, using two outcome measures: (i) psychiatric morbidity (measured with the short PSE); (ii) self-esteem. Sexual abused women with a good outcome, i.e. who were not a PSE ‘case’ or who had high self-esteem were compared with abused women with a poor outcome. This paper describes the post-abuse factors that modified the two outcomes.In general, a range of variables, all correlated with each other in a complex manner, distinguished good outcome subjects from poor outcome subjects. Post-abuse adolescent variables included family factors (poor mother–father and parent–child relationships), high school factors (poor academic, sporting and social performance) and early pregnancy. Women who had a good adolescent relationship with their father did better than expected statistically. Sport emerged as an alternative at secondary school to academic achievement in catalysing a good psychological outcome.Adult factors included the quality of relationship with partner, which was associated with a good outcome on both measures. Current paid employment was linked to high self-esteem but not to lowered psychiatric morbidity, while the converse applied for high socio-economic status. These findings imply that different processes operate for each outcome measure.A clear recognition by the school of childhood sexual abuse may help to provide the opportunity for the girl to experience success in some arena; this in turn may protect her against the likely adult consequences of low self-esteem and increased psychiatric morbidity.
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Lebedev, O. E. "Potential of the Educational Process: Relationships between Participants as a Factor." Sociology and Law, no. 4 (December 31, 2020): 6–15. http://dx.doi.org/10.35854/2219-6242-2020-4-6-15.
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The presented study addresses the problems of managing the relationships between the participants of the educational process. The study uses analysis of statistical data, publications in mass media, expert assessment, and general scientific methods (analysis, synthesis, induction, deduction) to identify changes in the status of the participants of the educational process that affect the development of their relationships. It is established that the importance of school education results decreases while the value of education in modern society grows. The quality of school education can be improved through the transition from subject-object relationships between the participants of the educational process to inter-subject relationships.
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Lebedev, O. E. "Potential of the Educational Process: Relationships between Participants as a Factor." Sociology and Law, no. 4 (December 31, 2020): 6–15. http://dx.doi.org/10.35854/2219-6242-2020-4-6-15.
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The presented study addresses the problems of managing the relationships between the participants of the educational process. The study uses analysis of statistical data, publications in mass media, expert assessment, and general scientific methods (analysis, synthesis, induction, deduction) to identify changes in the status of the participants of the educational process that affect the development of their relationships. It is established that the importance of school education results decreases while the value of education in modern society grows. The quality of school education can be improved through the transition from subject-object relationships between the participants of the educational process to inter-subject relationships.
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Petch-Levine, Deborah, Virginia Young Cureton, Daryl Canham, and Meg Murray. "Health Practices of School Nurses." Journal of School Nursing 19, no. 5 (October 2003): 273–80. http://dx.doi.org/10.1177/10598405030190050501.
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The health practices of school nurses affect our role as advocates and educators to promote the health of youth. This study describes the health practices of a convenience sample of 388 school nurses who attended the business meeting at an annual school nurse conference. A self-administered, 40-item questionnaire identified health practices of school nurses in the following areas: (a) health promoting behaviors, (b) exercise, (c) nutrition, (d) relaxation and well-being, (e) safety, and (f) substance use. The subjects most often avoided tobacco and wore seatbelts. The majority did not maintain their weight or exercise consistently. Statistical relationships were explored among the subscales and background items. These data document the need to design strategies to narrow the gap between actual school nurse health practices and the important health messages being delivered in our schools.
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Wilczyński, Jacek, Magdalena Lipińska-Stańczak, and Igor Wilczyński. "Body Posture Defects and Body Composition in School-Age Children." Children 7, no. 11 (October 29, 2020): 204. http://dx.doi.org/10.3390/children7110204.
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The aim of the study was to assess the relationship between the shape of the anteriorposterior spinal curvature and body composition in schoolchildren. The study included 257 children, aged 11–12. Correct spinal curvature was established in 106 (41.08%) subjects. Other types included: decreased kyphosis and correct lordosis—40 participants (15.50%), correct kyphosis and decreased lordosis—24 individuals (9.30%), increased kyphosis and correct lordosis—17 subjects (6.59%), correct kyphosis and increased lordosis—22 children (8.53%), decreased kyphosis and decreased lordosis—32 people (12.40%), decreased kyphois and increased lordosis—four of the examined subjects (1.55%) increased kyphosis and lordosis—13 people (5.04%). In addition, 134 (51.94%) demonstrated scoliotic posture and eight (3.10%) scoliosis. There were significant relationships between the shape of the anteriorposterior curvatures and body composition in schoolchildren. Those with a strong body build (predominance of mesomorphs) were generally characterised by the correct formation of these curvatures. In contrast, lean subjects (with the predominance of ectomorphic factors) were more likely to experience abnormalities. No correlations with body composition were observed in the group with scoliotic posture or scoliosis. Both in the prevention and correction of postural defects, one should gradually move away from one-sided, usually one-system, therapeutic effects. An approach that takes into account both somatic and neurophysiological factors seems appropriate. With the correct body composition and structure, shaping the habit of correct posture is much easier.
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Calaguas, Glenn M. "The Link between Academic Achievement and Academic Expectations Stress." Journal of Education and Vocational Research 1, no. 3 (June 15, 2011): 106–11. http://dx.doi.org/10.22610/jevr.v1i3.16.
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Academic achievements as reflected in the General Weighted Averages (GWAs) of 412 high school students from a state college in the Philippines were correlated with their scores in the Academic Expectations Stress Inventory (AESI). This was done to see if link exists between GWAs and AESI scores. GWA is the average of grades in all subjects taken, whether passed or failed and serves as an indicator of students’ academic achievement in a given school year. It is reflected in the report cards of high school students. On the other hand, AESI is a nine-item inventory with two domains: expectations of teachers/parents and expectations of self. Statistical analyses showed that there are positive significant relationships between GWAs and scores in the AESI and are significant at the 0.01 and 0.05 levels.
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Assadi, Nabil, and Wafiq Hibi. "The Relationship Between Managerial Style, the School Climate, and Persistence in High Schools Among the Arab Community of Israel." Advances in Social Sciences Research Journal 8, no. 6 (July 2, 2021): 311–29. http://dx.doi.org/10.14738/assrj.86.10444.
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The current study examines the relationship between the style of management and the school climate and the persistence in secondary schools in Arab society. Although studies have been carried out in Israel and abroad, few have focused on examining the subject in Arab society. The current study will focus on key issues concerning the impact of the ethical climate and managerial style on this phenomenon.
The main research question in the current study is whether there is a link between the school ethical climate and management style and the persistence of students in secondary schools in Arab society.
The findings of the study show that schools with a more caring ethical climate have a higher persistence rate and accordingly, the lower the caring ethical climate, the lower the percentage of persistence in school. It also indicates that the more focused the style on human relations, the more caringf the climate will be, and the more mission-focused the style, the more instrumental the ethical climate will be. The findings also indicate that there is a positive relationship between a management style focused on human relations and persistence.
The conclusion of the main study indicates a positive relationship between a management style focused on human relations and a caring climate and the persistence of secondary school students in Arab society. A management style based on positive, humanitarian relationships focused on cooperation between principals and teachers allows for similar relationships between teachers among themselves. patterns of cooperation and mutual support are developed instead of competition and striving against each other, allowing for the creation of a more caring ethical climate.
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Aristova, M., and N. Belyaeva. "Diagnostics of the Level of Development of Metasubject Skills of Primary School Graduates (Based on the Subjects "Literary Reading" and "Literature")." Primary Education 9, no. 2 (April 21, 2021): 25–34. http://dx.doi.org/10.12737/1998-0728-2021-9-2-25-34.
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The article describes a system of diagnostic techniques for identifying the level of development of metasubject skills of students during the transition from primary school to the general school (based on the subjects "Literary reading" and "Literature"). An analysis of the diagnostic results shows that the proposed diagnostic tasks and methodological approaches to their assessment help to determine the grounds for differentiating education in both primary and secondary schools, to identify the relationship between meta-subject and subject results in the process of teaching literary reading and literature.
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Montolalu, Novysan, H. A. Tangkilisan, and Nelly Mayulu. "Relationship between obesity and cognitive intelligence in junior high school students." Paediatrica Indonesiana 49, no. 3 (July 1, 2009): 165. http://dx.doi.org/10.14238/pi49.3.2009.165-8.
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Background Obesity is a global health problem. This conditionmay cause negative impacts on children's cognitive function. Early detection of obesity may lessen these impacts.Objective To determine the relationship between obesity statusand cognitive intelligence in children.Methods A cross sectional study was conducted for two months0 une to July 2008) on 7'h grade students at three Junior HighSchools in the Wenang subdistrict of Manado City, Indonesia.We included children aged 12-13 years, registered in 2007-2008,who gave parental consent, and who suffered from obstructivesleep apnea syndrome (OSAS) and hypertension. We excludedchildren who were sick at the time of the study, suffered fromepilepsy, attention deficit hyperactivity disorder (ADHD),congenital heart disease, or malnutrition. Data were analyzedusing Somers' D Test.Results There were 52 boys out of 100 subjects studied. Fifty eight students (58%) had a normal BMI, and 42 were obese (36 with mild obesity, and 6 with moderate obesity). Out of the 42 obese students, 1 o/o had a defective IQ, 1 o/o had a below average IQ, 22% had an average IQ, 7% had an above average IQ and 11 o/o had a superior IQ. From 58 subjects with a normal BMI, none had a below average IQ, 20% had an average IQ, 18% had an above average, and 20% had a superior IQ. The mean IQ scores for obese and non-obese subjects were 108.7 and 114.1 respectively.Conclusion Obesity has relationship with cognitive intelligencein junior high school students.
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Astalini, Astalini, Darmaji Darmaji, Dwi Agus Kurniawan, Sumaryanti Sumaryanti, Rahmat Perdana, and Susbiyanto Susbiyanto. "Description Of Relationship Between Students Interests And Attitudes In Physical Subject In Indonesia." Journal of Educational Science and Technology (EST) 5, no. 3 (November 12, 2019): 202. http://dx.doi.org/10.26858/est.v5i3.9309.
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The purpose of this study is to find out how attitudes and interests of students and analyze the relationship between attitudes and student interest in high school physics subjects in Jambi Province. This type of research is quantitative which uses survey research design as a research procedure. This study involved 463 high school students in Jambi Province. The instrument used was a questionnaire with data analysis techniques namely descriptive statistics and inferential statistics. The results of the dominant student attitude indicators discussed in this paper are attitude indicators towards good research in physics with a percentage of 58.5% with a total of 271 students. The results of indicators of dominant interest are indicators of learning attention with categories good a percentage of 74.3% with total 344 students. The results of the analysis of the relationship between attitudes and interests of students towards high school physics subjects in Jambi Province showed r value 0.725 and positive. Therefore it is said that the attitudes and interests of high school students in Indonesia in physics subjects are high.
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Nguyen, Tuan Minh. "Learning approaches, demographic factors to predict academic outcomes." International Journal of Educational Management 30, no. 5 (June 13, 2016): 653–67. http://dx.doi.org/10.1108/ijem-06-2014-0085.
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Purpose – The purpose of this paper is to predict academic outcome in math and math-related subjects using learning approaches and demographic factors. Design/methodology/approach – ASSIST was used as the instrumentation to measure learning approaches. The study was conducted in the International University of Vietnam with 616 participants. An exploratory factor analysis, reliability, and correlation tests were performed before multiple regression analyses were carried out using SPSS 20.0. t-Tests to further discover relationships between learning approaches and demographic factors were also conducted. Findings – Females are more inclined to strategic approach, but not deep or surface by comparison with males. There is no relationship between parental education and learning approaches. Students with math preference in high school have tendency to use deep and strategic approach, but stay away from surface in higher education. Surface approach and admission mark have relationships with academic outcome; but gender, parental education, and math preference in high school do not have. Research limitations/implications – This model can explain only 15.5 percent of the variation of academic outcome. In addition, it may not be applicable to predict academic outcomes of subjects which are not math related. Originality/value – Surface approach has negative impact on academic outcome in math or math-related subjects, but the opposite is true for admission mark. Additionally, deep and strategic approach have no relationship with academic outcome.
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Nakayama, Hideki, Fumihiko Ueno, Satoko Mihara, Takashi Kitayuguchi, and Susumu Higuchi. "Relationship between problematic Internet use and age at initial weekly Internet use." Journal of Behavioral Addictions 9, no. 1 (April 7, 2020): 129–39. http://dx.doi.org/10.1556/2006.2020.00009.
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Abstract Background and aims An important proportion of infants and adolescents in Japan are using Internet-equipped devices, including smartphones, tablets, and game consoles. However, the relationship between the risk of IA and the age at initial habitual Internet use remains unknown. We aimed to investigate this relationship among adolescents. Methods We surveyed 1,775 subjects in seven public junior high schools in Kanagawa prefecture, Japan, in November 2017. Students were asked to complete the Young's Diagnostic Questionnaire (YDQ), which captured information regarding gender, school grade, night sleep, age at which they first started using the Internet at least once weekly, Internet usage situation, and Internet use time for purposes other than study. Data from subjects who reported experience of weekly Internet use were analyzed. Results Junior high school students who were younger at initial weekly Internet use tended to have problematic Internet use (PIU) and to spend more time on Internet activities. In particular, initial weekly Internet use before the age of five in boys was associated with a significantly increased risk of PIU (YDQ ≥ 5), with an odds ratio of 14.955, compared with initial weekly Internet use after the age of 12. Smartphone ownership significantly increased the risk of PIU compared with no ownership among the total population and among girls. Discussion and Conclusions Junior high school male students displayed a robust relationship between initial weekly Internet use and PIU, whereas junior high school female students displayed a particularly strong relationship between smartphone ownership and PIU. Therefore, longitudinal IA preventive education from an early age is necessary.
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Hayati, Fitri Nur, Suyatno Suyatno, and Edhy Susatya. "Strengthening of Religious Character Education Based on School Culture in the Indonesian Secondary School." European Educational Researcher 3, no. 3 (October 15, 2020): 87–100. http://dx.doi.org/10.31757/euer.331.
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This research aims to answer how the implementation of religious character education building based on school culture and conducted a successful program at SMAN 5 Yogyakarta (Yogyakarta 5 Public High School). This study is highly important to conduct since the religious character is an essential value in the learning process in Indonesia. The research subjects consisted of school principals, teachers, and students. Determination of the subjects carried out by purposive sampling. Data collection used interview, observation, and documentation. An interactively inductive data analysis technique performed data analysis with data reduction stages, data displays, and conclusion drawing. The results of the study showed that: 1) the implementation of religious character education building based on school culture was carried out through character building based on religious values, school climate based on religious values, extracurricular activities based on religious values, as well as building relationships between schools and the societies. 2) The impact of the strengthening program of character education produces two themes as follows: the growth of students’ religious awareness and the growth of tolerance among religious communities. The findings of this study indicated the importance of the school’s cultural base in implementing holistic religious character education programs in schools. This finding also strengthens the previous research findings, which had mentioned that the religious character is an essential character for students in a secondary school in Indonesia, and also strengthen that Indonesia’s society, in general, is religious people.
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Yamauchi, Hirotsugu. "An Analysis of Affect and Expectancy Evaluations in Causal Attributions." Psychological Reports 60, no. 3_part_2 (June 1987): 1115–20. http://dx.doi.org/10.1177/0033294187060003-220.1.
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Two relationships were examined, the relationship between the achievement-related affect and causal attributions for success or failure and the relationship between the expectancy shift and causal ascriptions for success or failure. Subjects were 417 elementary school children, 459 junior high school students, and 175 college students. Two hypothetical boys or girls who received similar marks on an examination but who attributed the results to different causes (ability, effort or luck) were described in a booklet. Subjects were asked to judge which person feels more pleasant (or unpleasant) and which person should expect the same outcome on further similar exams. The method of dual scaling was applied to the paired-comparison data for each sample. Two-dimensional solutions were extracted in the positive affect with success, the expectancy of success after success and the expectancy of failure after failure. Whereas a unidimensional solution was extracted in the negative affect with failure. Developmental shifts were found for successful outcome.
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Somfalvi, Zita. "Inquiry of the relationship between the popularity of foreign languages and the learning effectiveness on the basis of OKM 2016 database." Hungarian Educational Research Journal 10, no. 1 (March 2020): 85–94. http://dx.doi.org/10.1556/063.2020.00007.
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AbstractThis study's objective is to determine the relationship between the popularity of the foreign language and the study efficiency based on the OKM 2016 database. In our results you can see that the popularity of foreign languages is outstanding compared to other subjects. Concerning the gender and study average it is apparent that among girls and those with higher study average the subject is more popular than among boys and those with lower study average. The results of regression show that girls, those who live in town, who attend high school, who learn in larger schools, who do not attend religious school, who are descendants of highly educated parents and those whose parents' status is active in the labour market have positive opinion. Beyond the socio-demographic variables the popularity of the foreign language as a subject has an effect on the study average. The relevance of this study can be defined in the future research of unsuccessful language learning.
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Gardner, R. C. "Attitudes and Motivation." Annual Review of Applied Linguistics 9 (March 1988): 135–48. http://dx.doi.org/10.1017/s0267190500000854.
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The notion that attitudes and motivation would be implicated in second language acquisition is not a new one. As early as 1941, Jordan investigated the relation between attitudes toward a number of school subjects and grades in those subjects, and found the relationships for French to be among the highest. A number of later studies by other researches also showed relationships between attitudes towards learning languages and proficiency in the language (see Gardner 1985 for a review). The first reference to a possible relationship between attitudes toward the other language community and achievement in that language, however, appears to have been made by Arsenian (1945). One of the many relevant questions he raised, for example, was, “In what way do affective factors, such as social prestige, assumed superiority, or—contrariwise—assumed inferiority, or enforcement of a language by a hated nation affect language learning in a child?” (Arsenian 1945:85).
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Frame, Melissa J. "The Relationship between Visual Impairment and Gestures." Journal of Visual Impairment & Blindness 94, no. 3 (March 2000): 155–71. http://dx.doi.org/10.1177/0145482x0009400304.
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This study found that the gestural activity of persons who are visually impaired differs from that of persons who are sighted. Specifically, the subjects who were visually impaired used more adaptors (especially finger-to-hand gestures) and fewer conversational gestures than did those who were sighted. Differences in gestural activity by degree of visual impairment and grade in school were also observed.
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Biaggio, Angela M. B. "Relationships Between State-Trait Anxiety and Locus of Control-Experimental Studies with Adults and Children." International Journal of Behavioral Development 8, no. 2 (June 1985): 153–66. http://dx.doi.org/10.1177/016502548500800203.
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Two studies were conducted to investigate the relationship between locus of control and anxiety. The distinction between state and trait anxiety led to the predictions that internal subjects show more state-anxiety than external subjects in 'luck' situations, whereas 'externals' show more state-anxiety under 'ability' situations. Externality was predicted to correlate positively with trait-anxiety. Results with a sample of Brazilian female college students confirmed the first hypothesis in part - externals were more anxious than the internals in the 'ability' situation, but the two groups did not differ in the 'luck' situation. The second hypothesis was confirmed; the correlation between externality and trait-anxiety was positive and significant (r = 0.47, p < 0.05). Results with a sample of fourth, fifth, and sixth grade children indicate that internal children showed significantly higher state-anxiety in both 'luck' and 'ability' situations; the correlation between externality and trait-anxiety was -0.86. In addition, incentive led to higher state-anxiety, and significant decreases in externality as a function of school grade. Some of the results confirm findings from other cultures while others point to differences between children and adults regarding the relationships between anxiety and locus of control.
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Kuşdemir, Yasemin, and Pınar Bulut. "The Relationship between Elementary School Students’ Reading Comprehension and Reading Motivation." Journal of Education and Training Studies 6, no. 12 (October 17, 2018): 97. http://dx.doi.org/10.11114/jets.v6i12.3595.
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Reading is an important language skill whose main purpose is comprehension. In the reading process, visible symbols must be perceived and interpreted in the brain. Once the reading skill has been acquired, it can become a tool for having access to information, analyzing and interpreting it. All of these depend on the reading comprehension skill. Thus, evaluation of reading comprehension is one of the subjects to which great importance is attached. Particularly the evaluation of the level of students’ reading comprehension is a subject of great interest for many researchers. In this regard, the current study aimed to investigate the relationship between the Turkish elementary school students’ reading comprehension and reading motivation. At the end of the study, it was found that there is a positive, medium and significant correlation between the students’ levels of reading comprehension determined with cloze tests made up of both narrative and informative texts and reading motivation. In addition, a positive, medium and significant correlation was found between the students’ levels of reading comprehension determined with open-ended questions made up of both narrative and informative texts and reading motivation. Increase in the students’ reading motivation affects their reading comprehension positively and significantly. Furthermore, reading motivation explains 12-13% of the total variance in their reading comprehension.
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Malyshev, Ivan, and Igor Arkhipenko. "Interrelation between procrastination and Internet addiction in high school students in the context of risks of modern education." SHS Web of Conferences 70 (2019): 08030. http://dx.doi.org/10.1051/shsconf/20197008030.
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The article discusses manifestations of procrastination and Internet addiction in high school students within the context of risks of the modern society and education. The purpose of the study is to analyze interrelations between the phenomena of procrastination and Internet addiction in high school students’ personality. The empirical study involved 120 students of the 9th – 11th grades from the cities of Saratov and Balashovaged 15 to 17. We used the questionnaire called “The Degree of Procrastination Intensity” by M.A. Kiselev (system vector psychology SVP), the technique for determining Internet addiction by S.H. Chen and the test for Internet addiction identification by Kimberly Young. We used the author’s questionnaire for qualitative analysis of the interrelation between procrastination and Internet addiction of the subjects. The established relationships between the phenomena of procrastination and Internet addiction (analysis of correlation relationships, typological analysis).New data have been obtained that reveal the nature of the determination of these phenomena in a sample of high school students interacting in modern conditions of education.
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Olatunji, Abdulkadir, Abdulkarim, Gulma, Khadijah Abubakar, and Mohammed, Alhaji Soye. "Parental Expectations and Attitude to Academic Subjects as Correlates of Career Aspirations among Secondary School Students in Sokoto Metropolis, Sokoto, Nigeria." International Journal of Contemporary Research and Review 9, no. 10 (October 19, 2018): 20382–91. http://dx.doi.org/10.15520/ijcrr/2018/9/10/608.
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This study investigated the relationship between parental expectation, attitude to academic subjects and career aspiration among senior secondary school students in Sokoto Metropolis. A descriptive research design was adopted in this study. Purposive sampling procedure was used to select 10 out of the 21 Senior Secondary Schools in Sokoto Metropolis. 346 students were selected using Research Advisor table of determining sample size in a given population. Three instruments were used for data collection in this study namely: Adopted Version of Boyi Parental Influence Questionnaire to measure parental expectations on career aspirations of students, Adopted Version of Boyi Subject Selection Questionnaire to measure students’ Attitude to Academic Subjects and Adapted version of Bakare Motivation for Occupation Preference Scale (MOPS) to measure students’ career aspirations. Data were analyzed using Pearson Product Moment Correlation and Multiple Regression Analysis with the use of Statistical Package for Social Science (SPSS) version 20.0. The result showed that there was significant relationship between parental expectations and career aspirations of respondents. Also there was significant relationship between attitude to academic subjects and career aspirations of respondents. However, it was found that attitude to academic subjects is more related to career aspirations of senior secondary school students than their parental expectation. Based on these findings, it was recommended that counsellors and teachers should assist the students in developing positive attitude to academic subjects in order to improve their awareness of career aspirations and to minimize the level of ignorance while choosing career.
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Tsagem, Shehu Yahaya, and Malami Umar Tambuwal. "VOCATIONAL INTEREST, ATTRIBUTION AND CAREER MATURITY AMONG SECONDARY SCHOOL TEACHERS IN SOKOTO METROPOLIS." Sokoto Educational Review 14, no. 1 (June 30, 2013): 8. http://dx.doi.org/10.35386/ser.v14i1.89.
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The main thrust of this study was to examine and investigate whether relationships exist among vocational interest, attribution and career maturity among teachers in secondary schools of Sokoto state. Some research questions raised were: Is there any relationship between vocational interest and career maturity of secondary school teachers in Sokoto state: and is there any relationship between vocational interest and attribution of secondary school teachers in Sokoto state? Some null hypotheses generated for the conduct of the study were that: there is no significant relationship between vocational interest and career maturity of secondary school teachers in Sokoto state and there is no significant relationship between vocational interest and attribution of secondary school teachers in Sokoto state. The study used the correlational survey methodology for237 subjects drawn from the total population by means o f simple random sampling technique. Data for the study was collected with the use of an adopted version of Bakare 's Vocational Interest Inventory, an adopted version of Olomolaiye's Self Other Motivation Scale and an adopted version of Crites' Career Maturity Inventory Attitude Scale. Some major findings of the study were that there is a relationship between vocational interest and career maturity and also that there is a relationship between career maturity of secondary school teachers in Sokoto state. Some of the recommendations made were that the Ministry of Education in Sokoto state and the teachers themselves should embark on developing both internal and external inspiring factors toward the general development of the teachers' career maturity thus leading to sound academic effectiveness and that the state Ministry of Education should look for all possible ways to develop teachers' interest and attribution which will eventually enhance the realization of positive and efficient self-esteem, self-efficacy, self-concept and self-fulfillment which are necessary ingredients in career maturity etc.
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Dmitrieva, E. S., and V. Ya Gelman. "Dynamics of the relationship of emotional intelligence with the results of the state exam during the adaptation of school system to its introduction." Experimental Psychology (Russia) 8, no. 2 (2015): 139–50. http://dx.doi.org/10.17759/exppsy.2015080210.
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Research is devoted to the study of the relationship of emotional intelligence of students with the results of the state exam in the adaptation of the school system for 5 years from the date of introduction. The sample consisted of 156 first-year students. Evaluation of the components of emotional intelligence was measured by self-report (EmIn questionnaire). There was a statistically significant correlation between the severity of different indicators of emotional intelligence of students passing the exam and the results of the three school subjects: Russian language, Mathematics, Social studies. It is shown that since the introduction in 2009 of compulsory exam the level of communication between the indicators of emotional intelligence and the results of the examination has changed. Adaptation processes to the introduction of the state exam lead to changes contingent of successful students: If at the time of the introduction of the exam more successful were students with higher EI, in the process of adaptation more successful became those with lower EI. It was shown that the components of EI, having the most important relationships with the results of the exam, are different for the considered subjects; the dynamics of these relationships has been revealed.
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Kasai, Hironori, Takeshi Tsutsumi, Akira Nakamura, Hiroko Inoue, Masahiro Makino, Nao Sato, Emi Harada, Noriyoshi Noma, and Makoto Yokota. "7. The relationship between periodontal indices and labial-closure-strength in school-age subjects." Journal of the Kyushu Dental Society 60, no. 2.3 (2006): 66. http://dx.doi.org/10.2504/kds.60.66_1.
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Terletska, Larysa. "THE RELATIONSHIPS BETWEEN FEARS, PHOBIAS, ANXIETY ON SELF-IDENTITY." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (11) (2020): 57–63. http://dx.doi.org/10.17721/bsp.2020.1(11).11.
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According to the aim (to identify the features of the connection of fears, phobias, anxiety with self-esteem of adolescence), an empirical study was conducted, in which the respondents were representatives of school and student youth, namely 120 people: 60 students of 10-11 grades (15-17 years) of Vyshhorod comprehensive school No2 and No3. This sample was chosen not by chance. After all, it is in adolescence is the active development and formation of all components of self-awareness, including self-esteem. According to the age periodization of M. Savchyn and L. Vasylenko, adolescence is divided into two groups: representatives of early youth (15-18 years) and late youth (18-23 years) or senior school and student age. The presented study covers only certain aspects of such a complex phenomenon as self-assessment. As its subject was the socio- psychological features of self-attitude of adolescents and young people, other social and age categories, as well as socio-psychological factors influencing the features of self-attitude, in particular: financial status, degree of self-realization and more. The study of this problem requires further comprehensive research, because adequate positive self-attitude is the most optimal for the formation and development of personality, determines the achievement of its inner harmony. In our further study of self-assessment, a promising direction, in our opinion, is to clarify the features of this phenomenon in other age groups. Consideration of the influence of gender on the peculiarities of self-assessment, in this perspective, will be useful in both theoretical and practical aspects.
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Reza Ghamari, Mohammad, and Farzad Hosseini. "The Relationship between the Type of High School and the Students' English Language Proficiency." International Journal of English Language Education 4, no. 2 (July 19, 2016): 107. http://dx.doi.org/10.5296/ijele.v4i2.9754.
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<p>This study investigated the English language learning status in 18 high schools in Tehran, Iran. The aim was to examine the extent to which the students have achieved English proficiency, due to the type of high school (non- profit and ordinary- governmental) in which they studied. Also, an attempt was made to explore whether the student' performance on vocabulary, listening, speaking, reading, and writing would be different in terms of students' attendance in language institutes. Furthermore, in this study, the subjects' attitude toward English and its effect on the skills was taken into account.</p>
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Tisa, Fatimah, Sofendi Sofendi, and Eryansyah Eryansyah. "Reading and its relationships among attitude, motivation, and comprehension achievement in upper secondary school students." JEES (Journal of English Educators Society) 6, no. 1 (March 30, 2021): 42–51. http://dx.doi.org/10.21070/jees.v6i1.751.
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Reading is essential in every subject. Reading also has a relationship with the students' achievement. This study is aimed to investigate whether or not there is (1) a significant correlation between reading attitude and reading comprehension achievement, (2) a significant correlation between reading motivation and reading comprehension achievement, (3) a significant correlation between reading attitude and reading motivation, and (4) any correlation between predictor variables and the criterion variable. The study was a correlational study with Pearson-product moment correlation. The sample of this study were 95 eleventh graders of upper secondary school. Cluster random sampling technique is used in this study. Questionnaires of reading attitude, reading motivation, and reading comprehension tests are given. The questionnaire result reveals that the reading attitude was negative, and reading motivation is medium. Furthermore, the results show that reading attitude and reading comprehension has a significant correlation. Reading motivation and reading comprehension also has a significant correlation. The roles of students, parents and teachers must work suitably in order to construct the positive reading atmosphere, thus they could achieve the better achievement in reading even for all subjects.
HIGHLIGHTS:
The supports from family in motivating the children to be a good reader could build the positive attitude toward reading.
Reading motivation can lead to the improvement in language learning performance.
The learners who tend to read simple English texts can be said as the learners who were lacking English reading experiences.
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Brown, Jennifer L., Glennelle Halpin, and Gerald Halpin. "Relationship between High School Mathematical Achievement and Quantitative GPA." Higher Education Studies 5, no. 6 (October 28, 2015): 1. http://dx.doi.org/10.5539/hes.v5n6p1.
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<p>The demand for STEM graduates has increased, but the number of incoming freshmen who declare a STEM major has remained stagnant. High school courses, such as calculus, can open or close the gate for students interested in careers in STEM. The purpose of this study was to determine if high school mathematics preparation was a significant prerequisite for success in the pre-engineering curriculum at the post-secondary level. The College Freshman Survey was administered to a sample of 2,328 incoming freshman students, then their survey responses were matched with the grades and standardized test scores provided by the university’s institutional research office. A multiple regression analysis was conducted to predict quantitative pre-engineering GPA. The most significant predictor of quantitative GPA was adjusted ACT math score. Other significant contributors to the models were calculus, algebra II, trigonometry, and algebra I grades. The results suggest that high school preparation in specific mathematics subjects does have a positive impact on success in pre-engineering education.</p>
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Bednarska, Małgorzata. "School-House Relationships on Different Stages of Children and Teenagers (Youth) Development." Pedagogika 114, no. 2 (June 10, 2014): 106–15. http://dx.doi.org/10.15823/p.2014.009.
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The school-house relationships have great impact on the quality of the educational process. This article is to draw an attention to those relationships, taking into consideration particularly different relations between the teacher and the parent regarding the stage of development of the student, who is the subject of this issue. It seems that the awareness of parents and teachers of the subject matter of this relationship, on what they should focus, especially what tasks they should perform for the child’s sake and his well being, can significantly improve not only school-house relationships, but above all things, it can generally improve the situation of the child at school which he or she attends.
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Pying, How Shwu, and Abdullah Mat Rashid. "Relationship Between Teachers Teaching Styles And Students Interest Towards Integrated Living Skills Subjects In Schools." Journal of International Education Research (JIER) 10, no. 1 (December 31, 2013): 7–14. http://dx.doi.org/10.19030/jier.v10i1.8344.
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The focus of this study is to determine the relationship of teacher's teaching styles (expert, formal authority, personal model, delegation, and facilitator) towards student's interests in Integrated Living Skills (ILS) subjects. The research is designed to explore the common teaching styles applied by ILS teachers in schools and identify the relationship between teaching styles and the interest it generates towards students in the ILS subjects. Furthermore, the study will also focus on the cluster teaching styles which the students preferred. The study involved 240 students of Form 3 in Lower Secondary School of Puchong Perdana as samples. The instruments used are questionnaires of Grasha-Riechman Teaching Styles Inventory and all the data is processed utilizing SPSS software program to get the frequencies, percentage, mean scores and Pearson product moment correlation. Results show that there is a form of positive relationship between the teaching methods applied and the interest of students in ILS subjects. Several recommendations are made based on the findings of the study.
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Massam, Winston Edward. "Relationship between Personality Trait Introversion-Extroversion and Academic Achievement in Science Subjects among Secondary School Students in Tanzania." International Journal of Learning and Development 11, no. 3 (September 4, 2021): 17. http://dx.doi.org/10.5296/ijld.v11i3.18779.
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While extrovert individuals tend to obtain their energy from other people, and they love talk, they interact, participate, lead, and socialize, introvert individuals direct their energy and attention inward and reflect on their own thoughts, memories, and feelings. Based on the introversion-extroversion personality characteristics, the present study sought to determine who performs better in science subjects between introverts and extroverts, and demonstrate these relationships by gender. The assumption was that while science classrooms require a great deal of interaction among the learners, these contrasting dimensions of personality trait could be reflected in classrooms and bear some implications on students’ learning and achievement. We employed a modified Eysenck Personality Questionnaire (EPQ) to identify students’ personality (N=345) along introversion-extroversion scale and correlated these with their academic performance obtained from their National Form Two (Grade 9) Exam which is considered of high quality and standard. A comparison within sex revealed that introvert girls performed significantly better than extrovert girls whereas extrovert boys performed significantly better than introvert boys. When a comparison was made between sexes, it was revealed that extrovert boys had significantly higher grades compared to extrovert girls while introvert girls had significantly higher grades compared to introvert boys. Overall then, the study revealed a statistically significant correspondence of higher grades with introvert girls and extrovert boys, and lower grades with extrovert girls and introvert boys. The study implications and suggestions are made to inform instruction, guidance, and intervention.
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McMillen, Bradley J. "School Size, Achievement, and Achievement Gaps." education policy analysis archives 12 (October 22, 2004): 58. http://dx.doi.org/10.14507/epaa.v12n58.2004.
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In order to examine the relationship between school size and achievement, a study was conducted using longitudinal achievement data from North Carolina for three separate cohorts of public school students (one elementary, one middle and one high school). Results revealed several interactions between size and student characteristics, all of which indicated that the achievement gaps typically existing between certain subgroups (i.e., more versus less-advantaged, lower versus higher-achieving) were larger in larger schools. Results varied across the grade level cohorts and across subjects, but in general effects were more common in mathematics than in reading, and were more pronounced at the high school level. Study results are discussed in the context of educational equity and cost-effectiveness.
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Kadarisma, Gida, Nelly Fitriani, and Risma Amelia. "RELATIONSHIP BETWEEN MISCONCEPTION AND MATHEMATICAL ABSTRACTION OF GEOMETRY AT JUNIOR HIGH SCHOOL." Infinity Journal 9, no. 2 (September 22, 2020): 213. http://dx.doi.org/10.22460/infinity.v9i2.p213-222.
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This study aims to examine the misconceptions that often occur in junior high school students on the concept of geometry based on abstraction level. The research method is qualitative with a case study design. Subjects in this study are 27 students of the 3rd grade of junior high school students, who had to learn all the concepts that will be appeared on the test. Material that will be given on the test of this research is the concept of Triangle, Quadrilateral, Flat Side Geometry and Curved Side Geometry. This research takes a place at one of the junior high schools in Cimahi. The instrument in this study is a diagnostic test (to find out the types of students’ misconception), mathematical abstraction tests (to determine the level of abstraction) and interview rubrics. Misconceptions produced by students are closely related to students’ mathematical abstractions, the higher the level of abstraction ability, the more students away from misconceptions. The topic taken in this study is the topic of basic geometry, the results can be a source of information about the types of misconception that often occur in students, and how the solution so that these misconception do not re-occur.
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Freund, Philipp Alexander, Heinz Holling, and Franzis Preckel. "A Multivariate, Multilevel Analysis of the Relationship Between Cognitive Abilities and Scholastic Achievement." Journal of Individual Differences 28, no. 4 (July 2007): 188–97. http://dx.doi.org/10.1027/1614-0001.28.4.188.
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Abstract. This study investigates the relationship between scholastic achievement (teacher-assigned grades) and cognitive abilities while explicitly modeling the multilevel structure of a large data set from an educational context. A multivariate analysis of composite scores in three subject domains (math and natural sciences, languages, and social sciences) was conducted using as predictors reasoning capacity, creativity, memory, and speed as well as student gender and type of school attended. The results showed meaningful differences in the relationships between the different abilities and school grades, and also significant contributions from student gender and school type. Specifically, reasoning capacity had the largest impact on achievement in math and natural sciences, whereas creativity explained more variability in performance for social sciences. Furthermore, girls outperformed boys. There was significant random variation in the intercepts at the between-classroom level, indicating that students sharing a common educational and ecological background tend to have more similar teacher-assigned grades when compared to students in other classrooms. Yet, there was no significant slope variation between the classrooms, which points to stable relationships between cognitive abilities and scholastic achievement.
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Błasiak, Władysław, and Paweł Kazubowski. "Students’ Attitudes Towards School Subjects With A Special Focus On Physics: The Case Of Poland." EDUKACJA 2020, no. 1 (March 25, 2021): 94–108. http://dx.doi.org/10.24131/3724.200107.
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This work presents the results of research on over 5,000 students aged 14–15 that focuses on their attitudes towards school subjects with special regard to physics. It describes the mathematical relationships between an interest in physics and students’ school grades, their plans to choose a profession in which knowledge in physics is needed, an opinion on the usefulness of physics for society and an assessment of the usefulness of the most important formulas from the school curriculum. The average declared interest in school physics, the assessment of its social usefulness and the willingness to choose a profession relating to physics were relatively low. Of the 16 most important formulas taught in physics during the last three years of learning, only 3 formulas were considered useful by the students. The work also presents the ranking of the persons in the history of physics with the greatest impact on the fate of humanity, according to students.