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Author: Roland William Zinns
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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Author: Roland William Zinns
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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Author: Anthony Abaidoo
Publisher: GRIN Verlag
ISBN: 3668841063
Category : Education
Languages : en
Pages : 99
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Bachelor Thesis from the year 2018 in the subject Pedagogy - School System, Educational and School Politics, grade: 5 (GHA-System), University of Education (Distance Learning), course: Post Graduate Diploma in Education, language: English, abstract: Students’ academic performance is a key feature in education. This study was therefore conducted primarily to assess the factors contributing to improvement in academic performance of Junior High Students (JHS) in a Basic School which is in the Gomo-East District in the Central Region of Ghana. The mixed and descriptive research design was used and a sample size of 87 respondents (79 students and 8 teachers) were selected through random sampling technique. The findings revealed that the average academic performance (47.0%) of the JHS students in the Basic School is weak and their performance in Mathematics (average score of 31.48%) and English Language (average score of 39.99%) is a fail. It was noticed that student factors that contribute to an improvement in academic performance include; regular studying, self-motivation, punctuality and regular class attendance, hard-work and interest in a subject. The teacher factors were completion of syllabus, use of TLM’s, frequent feedback to students and given students special attention. Per the findings, parent factors which was very key was parent showing concern in their children’s academics and providing them their academic needs. School factors that were significant included availability of text books and TLM’s. The study also found that parent level of education and gender has a positive relationship with academic performance but it’s insignificant. However, age has a positive significant (5% significance level) relationship with academic performance. Based on findings, the study recommends that there should be strict monitoring on teachers to vary their teaching methods to suit their needs of the students and also to provide the students with constant feedback on their academic performance. Again, the students should be motivated and orientated to take ownership of their studies by having regular studies and attending school during school days.
Author: Jamu Saiduddin
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Abstract: This study examined the challenges facing a representative Native American School located in Pine Ridge Reservation, South Dakota. The study also investigated the relationship between school achievement (SAT Science score) and the scores on the Resiliency measure. Past research on Native American education system has been focused on identifying risk factors associated with school failure and school dropout. It is now recognized that certain innate traits in children and certain factors in the environment enable children to cope with the problems in life and succeed. This quality has been designated as Resiliency. The Resilience of the student was measured by using the "Resiliency Instrument" developed and validated by Cynthia Jew. The Resiliency questionnaire comprised of sixty items. The items were placed on a five point scale from 1 (strongly disagree) to 5 (strongly agree). The items on the questionnaire were grouped into four subscales for analysis, based on their appropriateness to the subscale. The subscales used were: Positive attitude; Independence; Goal; and Empathy. Pearson product-moment r, t-test, Regression, and ANOVA were used to analyze the data. A demographic questionnaire was administered to obtain background information. Seventy eight junior high students participated in this study. A questionnaire was given to teachers in the same school to obtain their perception of the challenges faced by the school (17 teachers participated). The results indicate that the Goal subscale was positively associated with achievement. Resilient individuals have the ability to cope with their problems and focus on the future, and they prepare to attain the skills necessary to accomplish their goal. A relation was also seen for Positive Attitude subscale and achievement. There was a positive correlation between achievement and attendance, and a negative correlation for Incident reports (as a measure of disciplinary action) and achievement. There are a number of factors that impact on the academic achievement of Native American students. Some of these are school related such as inadequate preparation, and lack of resources to enhance the learning process. Others are environmental factors outside the realm of the school such as family, community, and the economic situation.
Author: Miriam C. Blackmer
Publisher:
ISBN:
Category : Junior high schools
Languages : en
Pages : 134
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Author: Ronald R. Schmeck
Publisher: Springer Science & Business Media
ISBN: 1489921184
Category : Psychology
Languages : en
Pages : 381
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A style is any pattern we see in a person's way of accomplishing a particular type of task. The "task" of interest in the present context is education-learning and remembering in school and transferring what is learned to the world outside of school. Teachers are expressing some sort of awareness of style when they observe a particular action taken by a particular student and then say something like: "This doesn't surprise me! That's just the way he is. " Observation of a single action cannot reveal a style. One's impres sion of a person's style is abstracted from multiple experiences of the person under similar circumstances. In education, if we understand the styles of individual students, we can often anticipate their perceptions and subsequent behaviors, anticipate their misunderstandings, take ad vantage of their strengths, and avoid (or correct) their weaknesses. These are some of the goals of the present text. In the first chapter, I present an overview of the terminology and research methods used by various authors of the text. Although they differ a bit with regard to meanings ascribed to certain terms or with regard to conclusions drawn from certain types of data, there is none theless considerable agreement, especially when one realizes that they represent three different continents and five different nationalities.
Author: Frederick Doxtater Reese
Publisher:
ISBN:
Category : School failure
Languages : en
Pages : 154
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Author: Christopher Jencks
Publisher: Brookings Institution Press
ISBN: 9780815746119
Category : Education
Languages : en
Pages : 546
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" The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
Author: Alfred Morry Bachman
Publisher:
ISBN:
Category : Mathematics (Secondary)
Languages : en
Pages : 240
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Author: Jaana Juvonen
Publisher: Rand Corporation
ISBN: 0833036157
Category : Education
Languages : en
Pages : 181
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Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Author: Lillian Frances McCullough
Publisher:
ISBN:
Category : Counseling in middle school education
Languages : en
Pages : 204
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