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Journal articles on the topic 'Types of homework'
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1
Al-Maamari, Saif. "Social Studies Teachers’ Homework Practices in Oman." Asian Social Science 16, no. 7 (June 29, 2020): 146. http://dx.doi.org/10.5539/ass.v16n7p146.
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This study aims at discovering the homework practices of ten social studies teachers in basic education schools of the second cycle (grades 5-10) in Muscat governorate, Oman. The sample comprised of (10) teacher’ planning books (5 male teachers and 5 female teachers) distributed in ten schools. The researchers designed a check list for analyzing the planning books of teachers consists of four domains: the types of homework tasks, the levels of knowledge of homework according to Bloom's taxonomy, the resources required to answer homework tasks, and the nature of working on homework. Findings of the study showed that social studies teachers assigned conventional homeworks, which might not be consistent with new goals of social studies in Oman.
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Liu, Kawai, and Julius Wu. "The Effect of Online Homework (IXL) on Students' Mathematics Achievement." Asian Journal of Education and Training 7, no. 4 (November 23, 2021): 244–49. http://dx.doi.org/10.20448/journal.522.2021.74.244.249.
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We examined the potential different effectiveness of an online homework system (IXL) and the traditional paper-and-pencil homework. A study involving 98 participants was conducted in a middle school (grade 8). We compared the post-test results from the online homework group with the traditional homework group. Both homework assignment effect (class-level) and homework completion effect (student-level) proposed by Trautwein (2007) were investigated. No significant difference was found among the students who were assigned different types of homework (class-level). We conclude that IXL is as effective as the traditional homework on students' learning. Meanwhile, not surprisingly, we revealed that students who complete the homework outperformed the students who did not (student-level). We suggest that teachers give students an option to do online or traditional homework based on their preference, as long as they complete the homework.
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Li, Wenshu, Richard M. Bennett, Taimi Olsen, and Rachel McCord. "Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions." American Journal of Engineering Education (AJEE) 9, no. 1 (July 3, 2018): 23–38. http://dx.doi.org/10.19030/ajee.v9i1.10186.
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Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a first-semester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework. The purpose of this study was to examine students’ attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students’ attributions of homework incompletion according to Weiner’s attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student’s attributions for low homework completion was due to poor time management skills. Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students’ reasons for homework incompletion varied across the three dimensions of Weiner’s attribution theory suggesting that a variety of intervention techniques is required. In addition to use of widely adopted interventions such as first year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion.
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Liao, Danlu. "Construction of Knowledge Graph English Online Homework Evaluation System Based on Multimodal Neural Network Feature Extraction." Computational Intelligence and Neuroscience 2022 (May 13, 2022): 1–12. http://dx.doi.org/10.1155/2022/7941414.
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This paper defines the data schema of the multimodal knowledge graph, that is, the definition of entity types and relationships between entities. The knowledge point entities are defined as three types of structures, algorithms, and related terms, speech is also defined as one type of entities, and six semantic relationships are defined between entities. This paper adopts a named entity recognition model that combines bidirectional long short-term memory network and convolutional neural network, combines local information and global information of text, uses conditional random field algorithm to label feature sequences, and combines domain dictionary. A knowledge evaluation method based on triplet context information is designed, which combines triplet context information (internal relationship path information in knowledge graph and external text information related to entities in triplet) through knowledge representation learning. The knowledge of triples is evaluated. The knowledge evaluation ability of the English online homework evaluation system was evaluated on the knowledge graph noise detection task, the knowledge graph completion task (entity link prediction task), and the triplet classification task. The experimental results show that the English online homework evaluation system has good noise processing ability and knowledge credibility calculation ability, and has a stronger evaluation ability for low-noise data. Using the online homework platform to implement personalized English homework is conducive to improving students’ homework mood, and students’ “happy” homework mood has been significantly improved. The implementation of English personalized homework based on the online homework platform is conducive to improving students’ homework initiative. With the help of the online homework platform to implement personalized English homework, students’ homework time has been reduced, and the homework has been completed well, achieving the purpose of “reducing burden and increasing efficiency.”
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Scott, Catherine M., and Nelda Glaze. "Homework Policy and Student Choice: Findings from a Montessori Charter School." Journal of Montessori Research 3, no. 2 (November 15, 2017): 1–18. http://dx.doi.org/10.17161/jomr.v3i2.6585.
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The use of homework has been a controversial topic in education for many years: what types of homework to give, how much, and how often. In previous years, Ocean Montessori School (a pseudonym), the site of this study, offered homework like that of traditional public schools, such as worksheets and rote skill practice. Feeling conflicted about the misalignment between traditional homework and Montessori practices, the school administration changed the homework policy for the 2016–2017 academic year. The new policy encouraged students to choose what they wanted to do each night for homework. This study examines the views and practices of the teachers, students, and parents involved in the new homework policy. Data were collected from parent surveys, teacher focus groups, student interviews, observations, and student work samples. The findings indicate that, although students enjoyed the proposed homework change, it lacked sufficient structure for parents, and students needed support from teachers and parents to engage in meaningful homework tasks.
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Stakić, Mirjana, Jelena Stamatović, and Jasna Maksimović. "Homework practices in teaching of Serbian language in junior grades of primary education." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 2 (2022): 285–305. http://dx.doi.org/10.5937/zrffp52-34240.
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Various advantages and disadvantages of homework are discussed in the literature. The aim of this paper is to determine the advantages and disadvantages of homework practices in Serbian Language taught in junior grades of primary education. Implementation practices were examined from the standpoint of teachers with the aim of determining: the dynamics in assigning and reviewing homework; assessment methods and ways of communicating feedback; representation of different types of homework; and the evaluation of their contribution. The study was conducted in 2020 and 2021 on a sample of 123 teachers. The obtained results indicate that the homework practices in Serbian Language classes are characterized by the frequency and diversity of homework assignments, individualized approach, reviewing regularity, and positive perception of their contribution. However, the results also raise several important questions-excessive student workload, functionality of assessing homework as a learning tool, homework assessments, encouraging cooperative homework and communication related to it-and indicate the need for further research.
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Kim, Alice S. N., Cassandra R. Stevenson, and Lillian Park. "Homework, in-class assignments, and midterm exams." Open Scholarship of Teaching and Learning 2, no. 1 (October 20, 2022): 92–102. http://dx.doi.org/10.56230/osotl.18.
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Formative assessments can be used more effectively to support students’ learning when coupled with insights about which types of formative assessments are predictive of students’ subsequent learning achievement. In this study, we investigated the predictive utility of students’ grades on homework and in-class assignments for the midterm and final cumulative exam, which were taken as measures of student learning. The data consisted of the grades of 241 undergraduate students for homework, in-class assignments, midterm and final cumulative exams in a variety of psychology courses. Using regression analyses, we found that students’ midterm exam grades were predicted by their grades for homework and in-class assignments completed before the midterm exam. Final cumulative exam grades were predicted by students’ homework and midterm exam grades, but not their in-class assignment grades. These findings suggest that the effectiveness of formative assessments as tools to predict student achievement varies. Additionally, although homework was not as strong of a predictor as the midterm exam, it was still an adequate predictor of final cumulative exam performance. Since homework feedback is provided earlier and often more frequently, in the context of the present courses under investigation, it can be a useful tool in informing educators’ and students’ learning plans early in a course. Future research should investigate further the relation between different types of formative and summative assessments across different instructors, disciplines and institutions.
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Pllana, Duli. "Suitable Homework Boosts Highschool Learning Effects." World Journal of Education 12, no. 5 (October 15, 2022): 40. http://dx.doi.org/10.5430/wje.v12n5p40.
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Highschool homework as an integral part of the study skills benefits students' learning outcomes significantly. Consistency of completing homework contributes to rising scores in any given assignment such as quizzes, regular tests, standardized tests, etc. The purpose of homework aims at different targets and it is designed for specific groups and occasions. Generally, there are four types of homework: a) Practice, b) Preparatory, c) Extension, and d) Integration. On the other hand, there is a great variety of homework with various tasks. The daily length of the high school assignments is within the frame time of ninety minutes to three hours. Too long or too short time consuming on completing the task does not result effectively in positive learning outcomes. The optimal time for completing an assignment resonates with the Aristotle mean, and it provides maximum benefits in learning outcome. Despite the fact of the dispute between education stockholders on benefits of homework, they still agree that homework elevates study skills to a certain degree with regard to the exams or study skills.
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Burchielli, Rosaria, and Annie Delaney. "The Invisibilization and Denial of Work in Argentinian Garment Homework." Articles 71, no. 3 (October 19, 2016): 468–93. http://dx.doi.org/10.7202/1037661ar.
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Homeworkers are a globally significant part of the informal workforce, commonly regarded as invisible because their work is not recognized (Burchielli et al., 2008; Prugl, 1999). In this qualitative study, we examine homeworker invisibility in the case of Argentinian garment homework using the concepts of work invisibilization and work denial. The work invisibilization concept (Krinsky and Simonet, 2012), referring to devalorized work resulting from the neoliberal agenda, is used to understand recent global trends away from standard work arrangements/protections. Arising from the social relations of domination, invisibilized work is precarious, with irregular/ non-existent employment contracts and relationships. Invisibilization thus provides a valuable lens for analysing homework, which shares key characteristics with emerging forms of invisibilized employment. Homework however, has not transformed but has always been informal, characterized by inferior standards. To account for this, we articulate a concept of denial of work. Cohen's (2001) concept of denial describes broad dimensions, including different forms, strategies and levels of denial. Adapting these, we construct a framework to analyze the denial of Argentinian garment homework, enabling a detailed examination of the specific social actors and processes involved in casting homework as non-work. In considering the denial of homework in relation to invisibilization, we argue that these are related but distinct concepts. Used together, they help explain the low-power condition of two types of garment homeworkers in Argentina while also accounting for their differences: the mostly male, migrant workers employed in clandestine workshops (such as the Bolivians interviewed in our study), and the traditional, mostly female, Argentinian garment homeworkers. Our findings suggest that Bolivian immigrant homeworkers are partially visibilized due to NGO advocacy. However, as there are no improvements to their working conditions, they remained largely invisibilized through the effects of capitalism. By contrast, traditional women homeworkers have no representation and internalize their condition: their invisibilization is explained by the cumulative effects of capitalism and patriarchy.
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Patall, Erika A., Harris Cooper, and Jorgianne Civey Robinson. "Parent Involvement in Homework: A Research Synthesis." Review of Educational Research 78, no. 4 (December 2008): 1039–101. http://dx.doi.org/10.3102/0034654308325185.
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New emphasis is being placed on the importance of parent involvement in children’s education. In a synthesis of research on the effects of parent involvement in homework, a meta-analysis of 14 studies that manipulated parent training for homework involvement reveals that training parents to be involved in their child’s homework results in (a) higher rates of homework completion, (b) fewer homework problems, and (c) possibly, improved academic performance among elementary school children. A meta-analysis of 22 samples from 20 studies correlating parent involvement and achievement-related outcomes reveals (a) positive associations for elementary school and high school students but a negative association for middle school students, (b) a stronger association for parent rule-setting compared with other involvement strategies, and (c) a negative association for mathematics achievement but a positive association for verbal achievement outcomes. The results suggest that different types of parent involvement in homework have different relationships to achievement and that the type of parent involvement changes as children move through the school grades.
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Molina, Gema Melissa Caicedo, Johana Margarita Catagua Vasquez, Cruz Esneda Sanchez Reyes, and Cedeño Barreto María Elisa. "Implementation strategies for homework sent." International research journal of management, IT and social sciences 6, no. 6 (October 30, 2019): 155–63. http://dx.doi.org/10.21744/irjmis.v6n6.788.
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Evaluation strategies are not properly implemented at different levels of education. The objective of this research was to determine the strategies used by teachers in the Fiscal Educational Unit Ena Ali Guillém Vélez, to evaluate the tasks sent home. Sand applied the exploratory and bibliography method, the search for information was done in databases in the region; for the collection of data surveys that gave such as the results students take home different types of homework that prevents them from completing other activities, it is checked teachers evaluate in a way that teachers traditionalist. The study of motion that time is insufficient for the teacher to consciously qualify each of the tasks received and erroneously consider that parents have the responsibility to complement the contents of the pens of studies that do not cover in classes, a situation that goes against the responsibilities of a competent teacher.
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Sayan, Hamiyet, and Hatice Mertoğlu. "Investigation of the Opinions of Science Teachers About Homework." Journal of Education and Learning 9, no. 2 (March 10, 2020): 232. http://dx.doi.org/10.5539/jel.v9n2p232.
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Despite the restrictions and controversies in Turkey’s educational system, the efficacy of the homework assignments on the student’s development is indisputable. Besides, what needs to be discussed is what kind of assignments should be given to students, and how they should be evaluated. The aim of this study is to investigate the views of science teachers about homework assignments. The survey method was preferred for this study. A questionnaire was developed by the researchers, and 100 teachers were reached online and via social media. The data obtained from the study were evaluated through quantitative and qualitative analyses. This study shows that the majority of the teachers do not support banning homework, and they consider it as necessary. Teachers mostly assign homework assignments for repetition and reinforcement. Project assignments and research presentation assignments are the most commonly assigned types of homework. Teachers give homework to students which they can do mostly at home spending 0–1 hours together with their friends. According to the teachers, homework provides the most benefits for reinforcement, repetition and learning. In the study, it was found that the majority of the teachers did not use portfolios. According to the teachers participating in the study, the factors that mainly affect student motivation are concentration, reluctance and insufficient knowledge.
In order for students to develop their skills properly in the 21st century and be successful in international examinations such as TIMSS, their understanding of homework must also change to meet the requirements of the age.
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Faure, Karine Millon, Teresa Assude, Julie Gobert, and Claire Guille-Biel Winder. "Who Can Help a Student to do Their Homework? Reflections on the Knowledge and Beliefs Used to Support Students in Their Individual Work." Education and Society 40, no. 1 (July 1, 2022): 65–84. http://dx.doi.org/10.7459/es/40.1.05.
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This article examines a homework assistance scheme implemented in French secondary schools since 2017, and more specifically the characteristics of the staff members who supervise these sessions. The present study highlights considerable diversity both in the practices observed, but also in the types of knowledge and beliefs held by the homework assistants. In particular, it seems that the supervising staff rarely has all the a priori knowledge necessary for teaching. This leads us to wonder about the qualities required to be able to support a student in their individual work, and to consider whether or not it is essential to be a teacher in the subject in question to be able to help with completing homework.
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Hanh, Le Thi Tuyet, and Tran Ba Tien. "Multiple Intelligences-Based Homework and EFL Students’ Vocabulary Learning." International Journal of English Linguistics 7, no. 6 (September 27, 2017): 73. http://dx.doi.org/10.5539/ijel.v7n6p73.
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This paper investigates the effects of Multiple Intelligences-based homework on EFL students’ vocabulary learning at a university in Vietnam. Based on the Multiple Intelligences (MI) Theory framework and Action Research approach, the homework instructions were adapted according to different types of intelligences. After four weeks of practice, it was found that students made use of different strategies to learn new words. They also showed creativity and a greater enthusiasm toward vocabulary learning.
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Borzova, Elena, and Maria Shemanaeva. "Interactive Mobile Home Tasks vs. Individual Home Tasks in University Foreign Language Education at the Upper-Intermediate Level." Education Sciences 12, no. 10 (September 22, 2022): 639. http://dx.doi.org/10.3390/educsci12100639.
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Homework, being an indispensable part of learning, needs special planning and modification in line with the latest educational development. In this view, we assume that mobile devices can provide ample opportunities for students to interact and collaborate with their group-mates to enhance learning outcomes in university foreign language education. Interactive mobile homework assignments combined with individual ones can noticeably improve these outcomes from different perspectives. They engage students in communicative foreign language usage, encouraging both receptive and productive speech acts, student-to-student cooperation in learning through communication, peer-teaching, and pooling resources which promote the amplification of the learning environment through content and language sharing. On the other hand, interactive mobile homework assignments also have certain risks that may decrease the quality of learning, such as possible error exchange, a superficial approach, a switch to use of native language, and chatting, etc. Nevertheless, interactive mobile homework assignments keep students on the task for a longer period of time because they require each student’s pre-task preparation, longer oral exchanges during the “while phase” and post-task individual summary, therefore providing more practice. The study described in the article highlights the characteristics of the interactive mobile homework tasks, suggests a list of homework task types, both individual and interactive, and compares the results of their practical application in university foreign language education. The authors attempt to identify a trend in their contribution to the learning outcomes achieved by the students while completing their homework, either interactively or individually.
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Mashoura, Maryam, Abdollah Baradaran, and Ghassemi Nazanin. "The Comparative Effect of Audio-Taped and Written Homework Feedback on EFL Learners’ Speaking Complexity, Accuracy and Fluency." International Journal of Applied Linguistics and English Literature 10, no. 4 (July 31, 2021): 4. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.4p.4.
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The main focus of the present study was the comparative effect of two various types of homework and feedback (Audio-Taped Homework Feedback and Written Homework Feedback) on EFL learners’ speaking complexity, accuracy and fluency. Also, there are three dependent variables including Speaking Complexity, Accuracy and Fluency. The study offered the same kind of teaching procedures to 60 female EFL learners, selected from a population of 90 individuals. All have been studying at intermediate level of English learning at the same institute for approximately 3 years. The process of participant selection was based on learners’ performance on a sample piloted test called PET, at Zabansara institution. Indeed, Due to the fact that there is a need to be able to generalize the present study’s findings to similar contexts of learning, the piloted PET test was carried out and general language proficiency level of students was measured meticulously. Moreover, the total number of the present research participants (60) was divided into one experimental groups as Audio-Taped Homework Feedback and one experimental group as Written Homework Feedback. Each individual group consisted of 30 members. 10 sessions of treatment (each 2 hours) were held for both experimental groups. The outlook of the present research study was seen as enhancement of language learners’ Speaking Complexity, Accuracy and Fluency. Hence, two models of Homework (by the participants) and Feedback (by the teacher) were carried out. The present research study included one independent variable with two modalities of Audio-Taped Homework Feedback and Written Homework Feedback. What is more, there are three dependent variables as Speaking Complexity, Accuracy, and Fluency. It is necessary to point it out that a Pre and Posttest of Speaking was administered to all individuals (participants) considering Speaking Complexity, Accuracy, and Fluency. To this end, the statistical analyses were conducted and the obtained results showed a significant influence of Audio-Taped Homework Feedback on the mentioned dependent variables, comparing with Written Homework Feedback. This research study is hoped to increase students’ general language proficiency level along with the focus on new methodologies of assignment/feedback and implementation of the findings as reference in further educational contexts.
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Pan, Chen-Wei, Rong-Kun Wu, Hu Liu, Jun Li, and Hua Zhong. "Types of Lamp for Homework and Myopia among Chinese School-Aged Children." Ophthalmic Epidemiology 25, no. 3 (December 27, 2017): 250–56. http://dx.doi.org/10.1080/09286586.2017.1420204.
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Gorges, Todd C., and Stephen N. Elliott. "Homework: Parent and Student Involvement and Their Effects on Academic Performance." Canadian Journal of School Psychology 11, no. 1 (December 1995): 18–31. http://dx.doi.org/10.1177/082957359501100104.
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The present study investigated the influence of student homework time and parental time and involvement in helping activities on grade 3 and 5 students' academic performance. A six-week Log Phase followed a Survey Phase to evaluate the ability of these variables to predict teachers' ratings of academic performance and students' percent correct on math and spelling tests and assignments. Thirty-one grade 3 and 5 parents collected homework information on a nightly basis in the Log Phase, while two types of surveys were administered to the larger pool of parents and teachers in the Survey Phase. Homework time and helping time were found to be predictive of academic performance across grade levels, especially for the grade 3 group. Students characterized as below average performers tended to spend more time than above average performers and received greater parental help. The predictive strength of parental helping time differed for grade according to phase; and the frequency of parental involvement in certain helping activities was found to predict performance for both groups.
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Kuo, Jong-Yih, Hui-Chi Lin, Ping-Feng Wang, and Zhen-Gang Nie. "A Feedback System Supporting Students Approaching a High-Level Programming Course." Applied Sciences 12, no. 14 (July 13, 2022): 7064. http://dx.doi.org/10.3390/app12147064.
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This study analyzes the mistakes students are prone to make in programming and uses the GDB and Valgrind tools to implement dynamic analysis techniques for their eventual application to programs created by students. In the analysis process, spectral error localization technology is used to strengthen the dynamic analysis to find errors more accurately. The analyzed results are sorted and corresponding feedback is given to students in order for them to better understand the content of errors when revising the program and classifying and counting the types of errors made. This study sorts mistakes frequently made by students and topics in which students are likely to make certain mistakes. The developed system was implemented in experiments including students from a programming course who were divided into two groups, namely the experimental group and the control group. A system for both groups of students to upload and submit assignments and a code analysis and feedback improvement system were used. Students in the control group only used the assignment uploading and submitting system for basic assignment uploading, verification, and the comparison of test data. After the program was entered, declarative sentence disassembly and dynamic slicing were suggested. Data were sent to GNU Debugger (GDB) and Valgrind for spectral error location; the classification and recording of error types; and the interpretation of the number of error lines, error types, and related variables. Feedback and a generated report were sent back to the student interface to provide effective and useful feedback to the students in the experimental group for them to revise their homework and record the types and number of errors they made in that week’s homework in the database. The answers provided by the students to the questions were recorded. The analysis of the pass rates of the students in the experimental and control groups for each homework test aided the understanding of the differences in the learning success of the two groups of students each week. The weekly pass rates and the numbers of measured errors in the experimental group compared with in the control group were input into a distribution map to allow us to better understand whether there was any positive correlation between the detected information, feedback to the students, pass rates of the tests, and other related data. The system statistically obtained feedback and the degree of improvement of homework programs; then, it distributed specially designed questionnaires to all students to directly obtain and quantify their feedback and perceived benefits of this system, thereby verifying the effectiveness of the system and its practicality.
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Agustiani, Merie, Nurhasanah, and Wiwid Eka Agustin. "Instructional Analysis In Speaking Classroom." Edukasi Lingua Sastra 18, no. 2 (September 29, 2020): 1–9. http://dx.doi.org/10.47637/elsa.v18i2.304.
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The objective of the research is to know the instructional analysis in teaching speaking skill. This study participated by one of the Eleventh grader English teachers in SMAN 8 OKU. Data from this descriptive study were gathered by observation. The observational result showed that the English teacher of SMA N 8 OKU used certain types of classroom instruction in the teaching speaking. There were five types of classroom instruction: setting objectives and providing feedback, cues, question and advanced organizer, homework and practice, reinforcing effort and providing recognition, and generating and testing hypotheses
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Markaryan, Arus, and Naira Avakyan. "The Cooperative Learning Method in Teaching EFL to Armenian Students." Armenian Folia Anglistika 8, no. 1-2 (10) (October 15, 2012): 104–8. http://dx.doi.org/10.46991/afa/2012.8.1-2.104.
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The article addresses certain advantages and drawbacks of the cooperative learning method, as well as the skills obtained by learners through the application of this method. Due to a number of features, the method may especially be of great use for developing communication skills in a foreign language. The authors of the article suggest certain types of revision of the material, homework checking and topic discussion that might be of interest and help for learners.
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���������� and Elena Abrosimova. "Usage of Interactive Methods in Teaching of Law." Standards and Monitoring in Education 2, no. 1 (February 17, 2014): 25–28. http://dx.doi.org/10.12737/2645.
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The article addresses issues teaching of law in the secondary school using interactive methods. The analysis of different types of students and different
ways of presenting legal information to schoolchildren. Practical recommendations for using the following methods and forms of teaching of law:
an interactive lecture, small group activities, common group discussion, role-playing activities, using fragments of films and cartoons, as well as
recommendations on formulating an interactive homework.
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Ola, Bolanle A., and Olufemi Morakinyo. "Study habits among Nigerian secondary school students with brain fag syndrome." Mental Illness 2, no. 1 (January 25, 2010): 6–10. http://dx.doi.org/10.4081/mi.2010.e2.
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Brain Fag Syndrome (BFS) is a psychiatric disorder associated with study affecting two to four out of every ten African students. One of the consequences of this illness is early fore-closure of education in affected students. Etiological factors such as nervous predisposition, motivation for achievement, and psycho-stimulant use have been found associated with it. However, the contributions of study habits to the pathogenesis of this study-related illness deserve more attention than has been given. We carried out this cross-sectional study to ascertain the types of study habits associated with BFS among a sample of senior secondary school students in Ile-Ife, Nigeria. Five hundred students from six schools in Ile-Ife were selected using a stratified random sampling technique. The selected students completed the Socio-demographic Data Schedule, the Brain Fag Syndrome Scale, and Bakare's Study Habit Inventory. The prevalence of BFS was 40.2% (201). There were no significant socio-demographic variables identifying BFS students apart from those without BFS. The significant measures of study habits that predicted BFS were homework and assignments, examinations, and written work. Those with BFS had 3.58 times the odds to perform poorly on homework and assignments, 3.27 times the odds to perform poorly on examinations, and 1.01 times the odds to perform poorly on written work compared to those without BFS. We concluded that the results of this study suggest that homework and assignments, examinations, and written work were significant study habit variables associated with BFS.
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Fazriana, Erlina. "Profil Fungsi Kognitif Berdasarkan Karakteristik Lansia Binaan Sahabat Lansia." Jurnal Keperawatan Silampari 4, no. 1 (December 31, 2020): 314–21. http://dx.doi.org/10.31539/jks.v4i1.1457.
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This study aims to determine the cognitive profile based on the characteristics of the elderly assisted my elderly friends in Bandung. This research method is quantitative descriptive research. The results showed that out of 80 elderly respondents, most were in the normal category, as many as 72 elderly (90%). The elderly who are categorized as usual to mild disorders are mostly in the age range of 60-70 years, are female, homemakers work, married marital status, medical history of hypertension and physical activity are homework and gymnastics, while for the elderly with disorders cognitive weight, age 78 years, female gender, widowed, marital status, work as a housewife, medical history of hypertension and physical activity, gymnastics and housework. In conclusion, the cognitive abilities of the elderly assisted my elderly friends in Bandung City in 2019 were mostly in the normal category and the cognitive skills of the elderly with typical to severe types; most of the elderly did homework and gymnastics.
Keywords: Elderly Characteristics, Cognitive Ability, Elderly Friends
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Rutten, Cindy, Filip Boen, and Jan Seghers. "Changes in Physical Activity and Sedentary Behavior During the Transition From Elementary to Secondary School." Journal of Physical Activity and Health 11, no. 8 (November 2014): 1607–13. http://dx.doi.org/10.1123/jpah.2012-0465.
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Background:The purpose of this study was to identify longitudinal changes in physical activity (PA) and sedentary behavior (SB) and to analyze its association with gender and weight status during the transition from elementary to secondary school.Methods:Flemish children were recruited in 6th grade of elementary school (age = 10.97 ± 0.41) and reassessed 2 years later (age = 12.96 ± .40). Children completed a questionnaire on moderate-to-vigorous PA and SB and wore pedometers to monitor habitual PA. Longitudinal data from 472 children were analyzed.Results:A significant decrease was observed in self-reported moderate to vigorous PA (-12.2%), but not in pedometer-determined PA. With respect to SB, a pronounced increase in recreational computer use was found (+3.22 hours/week), particularly in overweight boys (+8.18 hours/week). Finally, a significant increase in time spent on homework was observed in girls (+3.57 hours/week) and normal weight children (+2.83 hours/week).Conclusions:No longitudinal change in pedometer-determined PA was observed. Nevertheless, the decline in self-reported moderate-to-vigorous PA suggests that the transition to secondary school induced a change in the contribution of different types of PA. Finally, time spent on homework and recreational computer use increased during the school transition.
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Cezikturk, Ozlem. "Spreadsheets for Numerical Analysis: A conceptual tool." Academic Perspective Procedia 2, no. 1 (April 6, 2019): 57–65. http://dx.doi.org/10.33793/acperpro.02.01.12.
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Using spreadsheets for mathematics education is not a new idea. However, analysing student logical mistakes for preserving error types and conceptual decision making would be first to study. A class of students were given two home works in order for grading. They were told to carry on calculations via spreadsheets and give the homework exam with spreadsheet file. In H1, questions were on root finding and solution of simultaneous equations. In H2, questions were on line and curve approximations, interpolation, numerical integration and numerical differentiation. These files are analysed by content analysis of qualitative method. By this way, it is hypothesized that they would do similar errors regarding error types and their decision making would inform us about their conceptual learning.
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Zaky, E. "Percussions of Different Types of Media on Children's Behavior." European Psychiatry 33, S1 (March 2016): S454. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1651.
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BackgroundThe media has been around for ages, but what we experienced growing up is worlds away from what our children are growing up with today. Media is a double ended weapon that not only can be of priceless value for children if used in moderation but also it could have a tremendous negative impact on their lives.ObjectivesHighlighting the positive and negative percussions of media on children's behavior.SummaryThe first 2 years of life are considered a critical time for brain development. TV and other electronic media can get in the way of exploring, playing, and interacting with parents and others, which encourages learning and healthy physical and social development. As kids get older, too much media time can interfere with their activities such as being physically active, reading, doing homework, playing with friends, and spending time with family. So, while using media in moderation could be very beneficial for education, entertainment, and communication with others of different cultures, it could be very dangerous in encouraging risky behavior as substance abuse, violence, and unhealthy eating habits.ConclusionBecause it is always a matter of quality time and not the quantity of time spent by our children using different types of media, it is so important for caregivers to monitor media content and set viewing and interacting limits for their children and share them in their healthy interests to ensure that our children will not be left on their own in an unknown and potentially risky media world.Disclosure of interestThe author has not supplied his declaration of competing interest.
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Ben-Jacob, Marion Glazerman. "Distance Learning: An International Perspective." Journal of Educational Technology Systems 26, no. 3 (March 1998): 209–13. http://dx.doi.org/10.2190/uhk3-tw7u-pyhk-4a5w.
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The context for learning is undergoing a metamorphosis and distance learning is becoming a viable, international alternative for furthering one's education. The contention of this article is that the advantages of the new medium far outweigh the disadvantages; nevertheless, both the pros and the cons from the perspectives of the institution, the professor, and the student are presented. Issues such as the alteration in pedagogical style, modification in course content, compensation for lack of face-to-face communication, assessment, the profile of the successful online learner, changes in types of exams, projects, and homework assignments, as well as region-specific concerns are addressed.
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Ludyga, Sebastian, Flora Koutsandréou, Eva-Maria Reuter, Claudia Voelcker-Rehage, and Henning Budde. "A Randomized Controlled Trial on the Effects of Aerobic and Coordinative Training on Neural Correlates of Inhibitory Control in Children." Journal of Clinical Medicine 8, no. 2 (February 4, 2019): 184. http://dx.doi.org/10.3390/jcm8020184.
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Whereas aerobic training has found to be beneficial for inhibitory control, less is known on the efficiency of other exercise types in children. The present study compared the effects of aerobic and coordinative training on behavioral and neurophysiological measures of inhibitory control. Forty-five children were randomly assigned (1:1:1 ratio) to groups performing aerobic training, coordinative training or assisted homework sessions over 10 weeks. Before and after intervention, all participants completed a Flanker task. The P300 component of event-related potentials elicited from the task was recorded via electroencephalography. Additionally, aerobic fitness and gross-motor skills were assessed using 20 m Shuttle Run and Heidelberg Gross-Motor Test, respectively. Statistical analyses revealed no time by group interactions for the P300 component (amplitude, latency), p = 0.976, η2 = 0.007, and behavioral performance (reaction time, accuracy), p = 0.570, η2 = 0.045. In contrast, there was a significant group-difference in pre- to post-test changes in aerobic fitness, p = 0.008, η2 = 0.246, with greater improvements following aerobic and coordinative training compared to assisted homework sessions. In conclusion, no differences regarding the efficiency of aerobic and coordinative training for the enhancement of inhibitory control were found as both exercise programs failed to elicit changes in speed and accuracy of stimulus evaluation and the allocation of attentional resources.
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López, Linda C., Richard F. Rodrílguez, and Virginia V. Sánchez. "The Relationship between Parental Education and School Involvement of Mexican-American Parents." Psychological Reports 77, no. 3_suppl (December 1995): 1203–7. http://dx.doi.org/10.2466/pr0.1995.77.3f.1203.
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The relationship between education and involvement in school among Mexican-American parents was examined. Self-reports were collected from 396 Mexican-American parents of children attending an elementary school in Texas. 136 parents with 12 or more years of education indicated they participated with fundraising and attended school-sponsored functions more than did 260 parents with eleven years of education and less. The latter parents reported serving as room mother, helping their children with homework, and attending parent-teacher conferences more than did parents with more education. Findings suggest parental education may be related to the types of school activities in which Mexican-American parents participate.
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Kovalenko, Valentyna V., and Oleksandr M. Kovalenko. "АКТУАЛЬНІСТЬ ЗАСТОСУВАННЯ ЕЛЕКТРОННИХ СОЦІАЛЬНИХ МЕРЕЖ У РОБОТІ ЗІ ШКОЛЯРАМИ, ЯКІ МАЮТЬ ФУНКЦІОНАЛЬНІ ОБМЕЖЕННЯ." Information Technologies and Learning Tools 50, no. 6 (January 1, 2016): 34. http://dx.doi.org/10.33407/itlt.v50i6.1318.
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In the article the scientific literature and government documents related to teaching pupils with functional disabilities is analyzed. There are considered the main concepts and terms regarding the problems of the study. Scientific publications of native and foreign researchers concerning application of electronic social networks in teaching and educational process are analyzed. It is described the types of electronic social networks appropriate to apply working with pupils, in particular, who have functional disabilities. It has been determined that the use of electronic social networks in teaching and educational process can help the pupils with functional disabilities in their study (doing homework, engage to participation in school activities, communication with peers and teachers, etc.).
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Fu, Bing, and Ben Gui Xie. "Research on Anti-Plagiarism in the Education Informatization Background." Advanced Materials Research 989-994 (July 2014): 1594–97. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.1594.
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With the widely promotion of education informationization, education workers all around the world are facing a challenge that the electronic homework plagiarism has become increasingly serious. Our research includes technology innovation and education innovation, the technology innovation will divide plagiarism into two types, by using different algorithms to analysis and identify the plagiarism under the computer room environment and network copying, and the digital watermarking technology is applied to electronic operations against plagiarism. In network condition, vector space algorithm and edit distance algorithm is used to judge the similarity between electronic assignments and related documents. In the two years of teaching practice, we also strengthened credit education and reformed teaching methods, the percentage of plagiarism was decreased obviously.
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Edelenbos, Peter, and Kim Sauter. "Correctief Handelen Door De Leerkracht Tijdens De Engelse Les." Toegepaste Taalwetenschap in Artikelen 50 (January 1, 1994): 99–110. http://dx.doi.org/10.1075/ttwia.50.09ede.
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This paper describes a study the corrective discourse used by teachers during English language classes at Dutch primary schools. Two observational instruments were used to determine (a) at which points during the intructional interaction children are corrected, and (b) the types of corrective discourse used. The results obtained in this study show that a 6.8% of classroom interaction is devoted to the teacher's corrective discourse. Corrective discourse was found to occur mainly during homework revision, revision exercises, elaboration of new material, guided classwork and revision of exercises done individually. Teachers tended to use elaborate combinations of corrective types and features. Often, learners were encouraged in different ways to correct their own errors. Sometimes, however, teachers merely provided the correct answer. The results presented are a small contribution to our knowledge of error correction in foreign language learning. The instrumentation used in this study could be used as a point of departure for further research.
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Arundell, Lauren, Jo Salmon, Jenny Veitch, and Anna Timperio. "The Relationship between Objectively Measured and Self-Reported Sedentary Behaviours and Social Connectedness among Adolescents." International Journal of Environmental Research and Public Health 16, no. 2 (January 18, 2019): 277. http://dx.doi.org/10.3390/ijerph16020277.
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Adolescents spend significant amounts of time engaged in various types of sedentary behaviour (SB). This study examined associations between adolescents’ objectively measured sedentary time, sitting time, specific self-reported SBs and social connectedness. Adolescents (n = 429, 15.5 years, 41% male) completed an online survey reporting time in seven SBs (TV/videos/DVDs, computer/video games, internet, homework, reading, car and bus travel; examined individually and summed for screen time and total SB), and social connectedness using the eight-item Social Connectedness Scale. A subsample (n = 353) also wore an ActiGraph GT3X+ (model GT3X+, Pensacola, FL, USA) accelerometer to measure sedentary time (<100 cpm) and n = 237 wore an activPAL (PAL Technologies Ltd., Glasgow, Scotland) inclinometer to measure sitting time. Multiple linear mixed models determined associations between each SB variable and social connectedness, adjusting for confounders. Adolescents spent on average 7.8 h/day in self-reported total SB, 4.4 h/day in screen time, 9.1 h/day in ActiGraph-measured sedentary time, and 9.5 h/day in activPAL-measured sitting time. After adjusting for age, sex and area level socioeconomic status, total SB (−0.24, 95%CI: −0.37, −0.11), screen time (−0.23, 95%CI: −0.41, −0.05) and two individual SBs (computer/video games (−1.07, 95%CI: −1.53, −0.60), homework (−0.61, 95%CI: –1.04, −0.18) were negatively associated with social connectedness. There were no associations with the objective measures. The relationships may be bi-directional; therefore, future research should involve longitudinal designs and explore other potential contributing factors.
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Nilsson, Malin. "Needles and Cribs: Becoming a First-time Mother and Starting Industrial Homework in Early Twentieth-century Sweden." Journal of Family History 45, no. 3 (September 11, 2019): 334–53. http://dx.doi.org/10.1177/0363199019874291.
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This article investigates the relationship between labor force transitions and becoming a mother in the early twentieth century. It aims to answer the question: did women start industrial homework when they had their first child? The empirical material consists of 588 interviews made with individual industrial homeworkers in 1911. Event history models were used to analyze the data. The study found that many of the industrial homeworkers did start around the time they had their first child. The results thus suggest that in the early twentieth century, having a child did not always imply making a labor force transition out of the labor force but could also imply making a labor force transition to flexible types of employment, just as it often does today.
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Thompson, Denisse R., Sharon L. Senk, and Gwendolyn J. Johnson. "Opportunities to Learn Reasoning and Proof in High School Mathematics Textbooks." Journal for Research in Mathematics Education 43, no. 3 (May 2012): 253–95. http://dx.doi.org/10.5951/jresematheduc.43.3.0253.
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This article addresses the nature and extent of reasoning and proof in the written (i.e., intended) curriculum of 20 contemporary high school mathematics textbooks. Both the narrative and exercise sets in lessons dealing with the topics of exponents, logarithms, and polynomials were examined. The extent of proof-related reasoning varied by topic and textbook. Overall, about 50% of the identified properties in the 3 topic areas were justified, with about 30% of the addressed properties justified with a general argument and about 20% justified with an argument about a specific case. However, less than 6% of the exercises in the homework sets involved proof-related reasoning, with developing an argument and investigating a conjecture as the most frequently occurring types of proof-related reasoning.
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Ma, Junxin, Hui Zhu, Wei Guo, Rui Li, Shiya Shen, Yun Wang, Dan Huang, et al. "Association of different digital media experiences with paediatric dry eye in China: a population-based study." BMJ Open 12, no. 11 (November 2022): e062850. http://dx.doi.org/10.1136/bmjopen-2022-062850.
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ObjectiveTo investigate the ocular surface effects of different digital media experiences in Chinese elementary school students.DesignPopulation-based cross-sectional study was used.Setting14 randomly selected primary schools in Yuhuatai District, Nanjing, ChinaParticipants2,694 students between 7 and 8-year-old.Outcome MeasuresPrevalence of and risk factors for different types of dry eye disease，and different digital media experience with different ocular signs.ResultsThe prevalence of ‘symptomatic DED’ was 8.7% (95% CI 7.6% to 9.8%) and ‘definite DED’ prevalence rate was 5.5% (95% CI 4.7% to 6.4%). In multivariable logistic regression model, allergic conjunctivitis (OR=4.33, 95% CI (3.01 to 6.23), p<0.001), more than 1 hour per day on outdoor activity (OR=0.69, 95% CI (0.49 to 0.99), p=0.043), smartphone (OR=2.73, 95% CI (1.51 to 4.91), p=0.001), tablet (OR=2.09, 95% CI (1.07 to 4.07), p=0.030) and homework (OR=1.86, 95% CI (1.22 to 2.83), p=0.004) were independently associated with ‘definite DED’, while allergic conjunctivitis (OR=5.58, 95% CI (4.12 to 7.55), p<0.001), more than 1 hour per day on outdoor activity (OR=0.72, 95% CI (0.53 to 0.97), p=0.028), smartphone (OR=2.60, 95% CI (1.55 to 4.35), p<0.001), tablet (OR=1.84, 95% CI (1.02 to 3.34), p=0.044) and homework (OR=2.57, 95% CI (1.84 to 3.60), p<0.001) were independently associated with ‘symptomatic DED’.ConclusionsUsing smartphones or tablets for an average of more than 1 hour per day through the course of a year is independently associated with paediatric DED.
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Oh, Sun A. "The analysis of epistemological beliefs, cognitive load and achievement according to the types of flipped learning preview homework for adult college students." Korean Association for Educational Information and Media 23, no. 3 (September 30, 2017): 579–603. http://dx.doi.org/10.15833/kafeiam.23.3.579.
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Shenton, Andrew, and Pat Dixon. "The development of young people's information needs." Library and Information Research 28, no. 89 (September 14, 2009): 25–34. http://dx.doi.org/10.29173/lirg168.
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This paper draws on findings from recent research to examine the types of information young people require in their lives and how these needs develop during childhood. It became apparent in the study that first schoolers are heavily dependent on adults for advice and emotional support. Young children often want subject-based information on matters of which they have personal experience. For middle schoolers, academic generic skills may become important and their needs for subject knowledge in support of curriculum subjects are diverse. High schoolers typically require advice on their futures and material to inform decisions. Many of their academic needs emerge from homework and revision. The article concludes by discussing the implications for educators and school librarians of the developmental picture that is presented, and highlights the need for further investigation into young people's information needs.
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Henokh Parmenas, Naik. "STRATEGY TO MAINTAIN EMPLOYEE WELLBEING IN THE COVID-19 PANDEMIC TIME." Journal of Economics, Management, Entrepreneurship, and Business (JEMEB) 1, no. 1 (May 4, 2021): 22–34. http://dx.doi.org/10.52909/jemeb.v1i1.3.
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The study used a random questionnaire that had been distributed to employees from various types of businesses, there were 157 respondents who filled in, and 134 data were processed by the author to analyze the company's strategy in maintaining employee well-being. Among them are: Demographics of respondents consisting of: Type of business entity, type of industry, size of company. In addition, we took data about the impact of the Covid-19 pandemic on companies. Strategies for maintaining employee well-being which include: a) implementation of strategies consisting of: types of wellbeing programs implemented by the company, description of the implementation of well-being programs before and after the Covid-19 pandemic. b) Dynamic implementation of strategies for maintaining employee wellbeing based on dimensions consisting of: application of wellbeing to improve physical health, psychological health, relationship, homework interface. Research result; an increase in the percentage of companies implementing well-being programs from 58% to 63%. The strategy applied by the company focuses more on the wellness program. Based on the dimensions of Employee well-being, companies implement more Physical Health programs by providing health care (masks, vitamins, hand sanitizers) and the lowest is Psychological Health.
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Samoylyuk, L. A., K. G. Logunova, and A. A. Solomennikova. "THE INVOLVEMENT OF PARENTS IN THE SPEECH THERAPY PROCESS AS A CONDITION FOR ITS EFFECTIVENESS (ON THE EXAMPLE OF A REHABILITATION CENTER)." Pedagogical IMAGE 16, no. 2 (2022): 229–42. http://dx.doi.org/10.32343/2409-5052-2022-16-2-229-242.
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Introduction. The paper presents the characteristics of the types of parental involvement in the process of speech therapy correction in a rehabilitation center. Materials and Methods. The study employs the methods of questioning; anamnestic method; expert assessment of the dynamics of speech development; monitoring of the behavior and communication of parents during speech therapy classes (attentiveness during the class, response to the child’s success/failure, agreement of the parent to actively participate in the class, speech addressed to the child, attentiveness to the comments of a specialist, activity in obtaining information); experimental assignments for doing homework with a child; and the method of mathematical statistics. Results. Information on the inclusion of parents in the process of correction has been clarify ed and supplemented; the types of parental involvement are highlighted and its relationship with the dynamics of speech development in children in the process of speech-therapy is shown. Conclusion. The inclusion of parents in the process of speech therapy in a rehabilitation center has significant intragroup differences. The participation of parents in the process of speech therapy affects the dynamics in the speech development of their children: the higher the level of involvement, the better the dynamics in the correction of speech disorders. Keywords: parental involvement, types of parental involvement, speech therapy correction, children with disabilities
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Merkys, Gediminas, and Daiva Bubelienė. "Lessons Efficiency Paradox: The Unexpected Empirical Findings about the Amount of Homework and the Teacher’s Strictness." Pedagogika 127, no. 3 (September 20, 2017): 104–18. http://dx.doi.org/10.15823/p.2017.42.
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In the article a newly created questionnaire intended for older schoolchildren – “evaluate the teacher and his lessons” is introduced. The theoretical and practical context of the instrument based on 87 primary questions is named, the dimensional structure and metrological quality of the formed integrated scales and sub-scales is presented. The scales and sub-scales were formed following the classical test theory, combining logical and factorial validation. The secondary sub-scale factorization has indicated that it is expedient to distinguish between two integrated lesson dimensions (scales). The first integrated scale reflects the quality of social relations and teacher-centered orientation. The second scale reflects the management and didactics of the educational process. High correlation between the evaluations of integrated scales (r = 0.86) indicates that a generalized integrated index of evaluation of the teacher and his lesson can be derived by aggregating even 81 primary variables defining the most various aspects of the lesson. In the article the basis of statistic norming of the questionnaire possessed at present is described: Nschool children = 4024 and Nteachers = 200 which encompasses schools of different types from various regions of the country. The wide coverage of the content of created questionnaire, quite good quality of the scales opens good opportunities for its application in both the practice of schools evaluation and research.
First of all, the methodical purpose of the article has been to introduce a new standardized instrument of survey. Secondly, the question why such indicators as “abundance of homework” and “level of the requirements set by the teacher” practically do not correlate with all the remaining scales, although the latter intercorrelate very significantly, is set. In the paper the question (and hypotheses) whether the mentioned variables can truly affect the didactic quality of the lesson counterproductively is elaborated.
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Singh, Daman Bahadur. "Effectiveness of virtual class for Pre-primary level." Interdisciplinary Journal of Management and Social Sciences 2, no. 1 (April 29, 2021): 60–64. http://dx.doi.org/10.3126/ijmss.v2i1.36742.
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The age of students studying in pre-primary class is 3 to 6 years. Their psychology and comprehension are different from those of adults. The curriculum and lesson plans developed for them differ from those in the adult age group. While teaching them, lessons should be planned by playing games and having fun. Physically present in the classroom and conducting teaching activitie will be more effective for the students of this boomer group. To maintain the discipline of the students of this age group in virtual class not so easy. It is difficult to give homework, teaching through different types of learning skills is not difficult, to follow them time is difficult , give necessary instructions is difficult, draw attention to reading and conduct whole-class activities through games and entertainment is also difficult to maintain in a virtual class. This study has clarified that the virtual class for this level of students is not suitable.
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Lellis-Santos, Camilo, and Fernando Abdulkader. "Smartphone-assisted experimentation as a didactic strategy to maintain practical lessons in remote education: alternatives for physiology education during the COVID-19 pandemic." Advances in Physiology Education 44, no. 4 (December 1, 2020): 579–86. http://dx.doi.org/10.1152/advan.00066.2020.
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Online and distance education may be dismissed by educators who argue that these methods are not equivalent to traditional face-to-face education due to the lack of laboratory classes. However, smartphone-assisted experimentation is an innovative and powerful didactic tool that helps educators in the teaching process of physiology, particularly in situations with a lack of financial support for purchasing laboratory equipment, or lack of support for homework and assignments, distance learning courses, and emergency remote education, such as during the COVID-19 pandemic. Therefore, we present the concept of the mobile learning laboratory (MobLeLab), which is a collection of smartphone applications that allow scientific data collection, such as physiological variables, for educational purposes. The three types of MobLeLabs (simulators, built-in, and plug-in) are presented, as well as ideas on how to use smartphone sensors to collect physiological data. Additionally, we elaborate on the principles of the protocols for physiology education with MobLeLabs and discuss their importance to fostering scientific method reasoning by students.
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Lázaro, Santa, Belén Urosa, Rosalía Mota, and Eva Rubio. "Primary Education Truancy and School Performance in Social Exclusion Settings: The Case of Students in Cañada Real Galiana." Sustainability 12, no. 20 (October 14, 2020): 8464. http://dx.doi.org/10.3390/su12208464.
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Academic studies show that one of the main predictors of early school dropout at secondary education is student truancy behaviour, usually beginning at primary education. This is a problem that gets worse in socially vulnerable environments. This study analyses the prevalence and types of truancy in a population of students with high social risk in Madrid city, studying the relationship between truancy and their school performance. A questionnaire was answered by mentor teachers of students at the preschool and primary stages (N = 120), who reported information from a total of 433 students from 12 different schools. Results showed a high level of prevalence in the different types of truancy (Active and Passive). Among these behaviours, 46.86% of students skipped entire days without a valid excuse and 42.51% did not usually do their homework. Overall, 60% showed underachievement and great rates of curricular gap. In 6th grade, the last year of primary school, 74.42% of students had repeated one grade and 27.91% more than one. Moreover, significant correlations were found between truancy and school performance. The detection and early action against truancy in primary education with this type of student will reduce early dropouts and make school a key actor for the development of these students.
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Lin, Shayne, Jotvarinder Mann, Avril Mansfield, Rosalie H. Wang, Jocelyn E. Harris, and Babak Taati. "Investigating the feasibility and acceptability of real-time visual feedback in reducing compensatory motions during self-administered stroke rehabilitation exercises: A pilot study with chronic stroke survivors." Journal of Rehabilitation and Assistive Technologies Engineering 6 (January 2019): 205566831983163. http://dx.doi.org/10.1177/2055668319831631.
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Introduction Homework-based rehabilitation programs can help stroke survivors restore upper extremity function. However, compensatory motions can develop without therapist supervision, leading to sub-optimal recovery. We developed a visual feedback system using a live video feed or an avatar reflecting users' movements so users are aware of compensations. This pilot study aimed to evaluate validity (how well the avatar characterizes different types of compensations) and acceptability of the system. Methods Ten participants with chronic stroke performed upper-extremity exercises under three feedback conditions: none, video, and avatar. Validity was evaluated by comparing agreement on compensations annotated using video and avatar images. A usability survey was administered to participants after the experiment to obtain information on acceptability. Results There was substantial agreement between video and avatar images for shoulder elevation and hip extension (Cohen's κ: 0.6–0.8) and almost perfect agreement for trunk rotation and flexion (κ: 0.80–1). Acceptability was low due to lack of corrective prompts and occasional noise with the avatar display. Most participants suggested that an automatic compensation detection feature with visual and auditory cuing would improve the system. Conclusion The avatar characterized four types of compensations well. Future work will involve increasing sensitivity for shoulder elevation and implementing a method to detect compensations.
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Georgieva, Veselina, and Daniela Myklebust. "PHYSICAL EDUCATION AND SPORTS AND INFORMATION TECHNOLOGY TO HELP MATHEMATICS IN THIRD GRADE." Education and Technologies Journal 11, no. 2 (August 1, 2020): 278–82. http://dx.doi.org/10.26883/2010.202.2313.
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Geometry in the Year 3 Math curriculum faces students with a new challenge – the concept of angle, its elements and the types of angles. For young students, this is not an easy task, especially since nine-year-olds do not need to work with these concepts in their daily lives. It is difficult for children to determine the type of angle using the drawing triangle. The report describes a binary lesson in the conditions of distance learning at „Alexander Georgiev-Kodzhakafaliyata“ Primary School, in which with the help of Physical Education and sports the difficult geometric material becomes accessible. Following the method of experiential learning, students, performing physical exercises, assimilate abstract concepts more easily. At the same time, the theoretical knowledge of physical education is strengthened, as well as the skills acquired in information technology are improved. No less important are the additional physical activities and emotional experience in class and during homework – a small project through which students practice revised theoretical knowledge of physical education and mathematics.
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Hakobyan, S., and I. R. Khanamiryan. "THE PECILARITIES OF THE INDEPENDENCE OF THE PRIMARY SCHOOL CHILDREN IN THE CONDITIONS OF DISTANCE EDUCATION." Modern Psychology 5, no. 1(10) (January 17, 2022): 40–46. http://dx.doi.org/10.46991/sbmp/2022.5.1.040.
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This article reflects the concepts of teachers and parents about the independence of primary schoolchildren in the context of the 2020 pan- demic. A comparative analysis is given between the characteristics and types of independence (activity, criticality and flexibility of thinking, independent homework, dependence on parents when performing various tasks, etc.) in the conditions of distance and full-time education. Independence is especially important at primary school age, when educational activity becomes dominant. The study is aimed at studying the characteristics of the independence of primary schoolchildren, for whom the transition to distance learning has become especially critical, given their age characteristics. According to the hypothesis, it is assumed that, in contrast to full-time education, distance learning contributes to the development of the independence of primary school children. An expert survey was conducted using 2 questionnaires. The research results are presented in the form of corresponding conclusions. In general, it can be stated that distance learning negatively affects the activity, self-confidence and independence of primary school children.
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Syukria, Syukria, and Nina SIti Salmaniah Siregar. "Buku Cerita Si Kancil dan Perilaku Meniru Siswa Taman Kanak-kanak." Gondang: Jurnal Seni dan Budaya 2, no. 2 (December 19, 2018): 86. http://dx.doi.org/10.24114/gondang.v2i2.11285.
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The purpose of this paper is to find out whether the storybook or the Kancil fairy tale influences the imitating behavior of the Sunggal 41 ABA 41 Kindergarten students and sees how storytellers are very influential in conveying the message content of a story. This research method uses descriptive, which is taking a problem or focusing on actual problems as they were at the time the research was conducted. The description in this study was to see the imitating behavior of the Sunggal 41 ABA Kindergarten students. The results of the study found that fairy tales or stories of the Kancil can enrich knowledge by recognizing various types of animals that are used as characters in a story or fairy tale or in increasing children's understanding of good and bad things. Children who tend to not be able to focus on one thing / object in a certain period of time are challenges and homework that the teacher must overcome when telling stories / storytelling. Short time and schedule of storytelling / storytelling activities obtained at school are not enough to-create-imitating-behaviors-of-children.
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Tuttle, Kenneth L., and Chih Wu. "Computer-Based Thermodynamics." Journal of Educational Technology Systems 30, no. 4 (June 2002): 427–36. http://dx.doi.org/10.2190/b0x1-r5pw-lcyj-yyme.
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A new computer-based approach to teaching thermodynamics is being developed and tried by two mechanical engineering professors at the U.S. Naval Academy. The course uses sophisticated software, in this case CyclePad, to work all of the homework problems. A new text, written with traditional theory but computer-based problems, accommodates the new approach. The new course is scheduled for Fall Term 2001 at the Naval Academy. Computer-based thermodynamics courses teach the same theory as traditional thermodynamics courses as well as the same types of problems. However, traditional thermodynamic cycle hand calculations are replaced by cycle calculations using CyclePad. This new example of Intelligent Computer-Assisted Instruction, ICAI, switches emphasis from learning cycle calculations to learning cause and effect through parametric analysis. Parametric analysis is made feasible through experimentation using computer models. For this, CyclePad has artificial intelligence, sensitivity analysis and graphical presentation capabilities. Traditionally, thermodynamics culminates in analysis of the thermodynamic cycles. In this course, students will progress well beyond traditional thermodynamics courses by emphasizing cycle analysis.