Academic Achievement Of Secondary Students Research Articles

Mental health and academic achievement of secondary students in west Bengal

Mental health and academic achievement of secondary students in west Bengal

Study Involvement and Academic Achievement of Secondary Students in West Bengal

The term "study involvement" describes the level of mental and physical effort a student puts into their academic pursuits. Numerous causes contribute to its emergence among pupils. One may argue that interest is the essential component and motivator that keeps people interested in and paying attention to the activities they attend. This study aims to investigate the relationship between study participation and academic success. For data collection in this study, the researcher employed a mixed sample strategy in addition to a descriptive survey method. 600 samples were chosen for this investigation. The scale of study involvement was created by researchers. The study's conclusion is that (i) among secondary school pupils; there is a mean difference between study involvement and academic achievement. (ii) There is no average difference in the amount of study time spent by male and female secondary pupils. (iii) There is no average difference in the amount of study time spent by secondary pupils in rural and urban areas. (iv) Among secondary school students, there is a positive correlation between study engagement and mental health.

Study of Relationship Between Mindfulness Practice and Academic Achievement of Secondary Students

This study compares secondary students' mindfulness, psychopathological symptoms, and academic success. The research included 300 pupils. The Five Facet Mindfulness Questionnaire (FFMQ) examined mindfulness by observing, describing, acting with awareness, non-judging inner experience, and non-reactivity. Psychopathological symptoms and academic achievement were examined. Mindfulness is positively correlated with academic achievement, suggesting that higher mindfulness levels improve academic success. Mindfulness was also negatively connected with psychopathological symptoms, suggesting it may protect against mental illness. These data suggest that mindfulness therapies may improve university students' academic performance and mental health.

PARENTAL INVOLVEMENT, STUDENTS’ SOCIAL BEHAVIOR AND ACADEMIC ACHIEVEMENT : BASIS FOR A SOCIAL LEARNING PROGRAM

This study investigates the relationship between parental involvement, students social behavior, and academic achievement of secondary students at Cavite State University - Silang Campus, Laboratory Science High School in the Philippines. The study collects data from secondary students using a descriptive correlation method. Based on the results of the study, cognitive parental involvement was rated relatively higher by the parents and showed a significant pattern relative to its impact on academic achievement. while students social behavior towards their teacher has a high extent level while students social behavior towards their classmate has a moderate level and the academic achievement of the students based on their first quarter grade noted in the average level for some students. The study determined an affirmative relationship between students social behavior towards their teacher during the teaching and learning process. This underlined the necessity of conducting relevant social activities and programs for parents and students towards their classmates to improve their social skills and help them in fostering harmonious relationships related to scholastic content in order to enhance their academic achievement while promoting good camaraderie. In essence, the study emphasizes the implication of personal and behavioral parental involvement, and students social behavior towards their teacher and classmate as related to their academic achievement in improving caliber education in the university. The findings suggest that university administrators should plan out sufficient social learning activities and programs for students, parents, and teachers to help them engage in their teaching and learning process effectively and harmoniously. This can greatly benefit the students, parents, teachers, and the entire institution as well as the community.

Motivation Towards Mathematics in Relation to Academic Performance of 10th Grade Students

Learning and success depend on motivation. In the context of education, motivation is viewed as having a multi-dimensional structure that is linked to learning and academic motivation. Motivation can be interpreted in a variety of ways. In the field of education, motivation is a tridimensional phenomena made up of an individual's beliefs in their capacity to complete a given task, their motivations and objectives for completing the assignment, and their emotional reaction to completing the task. This study aims at investigating to find out the difference of Mathematics motivation between Secondary Boys and Secondary Girls Students. The researcher also attempts to find out the relationship between Mathematics Motivation and Academic Achievement of Secondary Students. The researcher chose a three-dimensional test to assess mathematics motivation. 163 pupils in the tenth grade were chosen by the purposive sample method from the districts of Nadia and North 24 Parganas under West Bengal Board of Secondary Education. The analysis was done through ‘t’ test and correlation method. The study indicated that pupils' desire for mathematics varied significantly by gender, but there was no significant difference between urban and rural students or across any stratum among them. Keywords: Motivation, Secondary Students, Academic Performance

Peer-Mediated Instruction and Intervention to Support the Academic Achievement of Secondary Students with Autism Spectrum Disorder: A Systematic Review of the Literature

Peer-Mediated Instruction and Intervention to Support the Academic Achievement of Secondary Students with Autism Spectrum Disorder: A Systematic Review of the Literature

The effect of educational game activities applied on the academic achievement of secondary students in science education

The research aims to examine the effect of educational game activities on academic achievement in secondary school 5th-grade science lessons. The study group of the research consists of 71 5th-grade students studying at a public school in Turkiye in the 2017-2018 academic year. In the research, the pre-test and post-test comparative design group, which is one of the quantitative research methods, was used to achieve the research objectives. A random sampling technique was used to determine these two groups. In the experimental group (EG), the lessons were enriched with educational game activities (EGA). The control group (CG) taught the courses based on the current science teaching program (CSTP). An academic achievement test (AAT) has been prepared for the unit goals of the 5th-grade science course "Spreading of Light". AAT was applied to the groups before and after the experiment ındepended samples t-test and Whitney u-test were used in the analysis of the data. The data showed that the EGA used in the science course has a positive effect on academic achievement.

Relationship between Emotional Intelligence and Academic Achievement of Secondary School Students in Ogbomoso Metropolis, Nigeria

This study investigated the relationship between emotional intelligence and academic achievement of secondary students in Ogbomoso metropolis. A descriptive survey and ex-post facto research were adopted for the study. A sample of two hundred and fifty junior secondary school one (JSS3) students was randomly selected from five schools, two private and three public schools within Ogbomoso metropolis. Fifty respondents were purposively selected from each of the five schools. A self – designed instrument was used to collect information on emotional intelligence while scores of each of the students in the junior secondary school certificate examination results in English Language, Mathematics and Basic Science was collected to ascertain their academic achievement. A research question was raised while three hypotheses were tested at 0.05 level of significance. Regression analysis, t-test, Pearson Product Moment Correlation were used to analyse the hypotheses raised. The result indicated that the majority of the students had high emotional intelligence. It was also found that emotional intelligence significantly contributed to students’ academic achievement. The result also showed that significant difference existed in favour of students with high emotional intelligence. Likewise, the result showed that there was a significant relationship between emotional intelligence and academic achievement among the students. It was therefore concluded that the students had high emotional intelligence and that emotional intelligence contributed to students’ academic achievement. it was recommended that school administrators and educational stakeholders should regularly organize seminars and workshops to train teachers on the importance of emotional intelligence in a bid to enhance better academic achievement among students in the secondary schools. Keyword s : Emotional intelligence, academic achievement, relationship, self-esteem, self-awareness. DOI: 10.7176/JEP/13-21-09 Publication date: June 30 th 2022

The non-linear relationships between ICT use and academic achievement of secondary students in Hong Kong

The effect of ICT use on students’ academic achievement continues to be debated. While positive, negative, and non-significant linear relationships have been reported in the literature, few studies have examined the non-linear relationship between ICT use and academic achievement. Guided by the Opportunity-Propensity framework, this study addressed this gap by examining the non-linear relationships between four types of ICT use and students’ academic achievement. A two-level multiple indicators multiple causes model was conducted using Mplus version 8.0 on a representative sample of 15-year-old Hong Kong secondary students (N = 6,037, mean age = 15.73 years, 48.9% girls) from 152 schools. The results showed a linear, negative link between ICT use at school and ∩-shape links between ICT use for outside-of-school learning (with the peak at the 50 percentile), ICT use for leisure (with the peak at the 80 percentile), and using ICT as a topic in social interactions (with the peak at the 1 percentile) and their academic achievement. These findings suggest that stakeholders should always take caution when promoting ICT use at school and ensure that its use does not interfere with students’ learning activities outside of school.

The Academic Achievement of Secondary Students in Bangladesh: Assessing the Role of Socioeconomic Status, School Attributes, and Academic Activities

This study was aimed at assessing the role of socioeconomic status (SES), school attributes (SA), and academic activities (AA) in the academic achievement of secondary school students in Bangladesh. Data were collected by administering a self-administered questionnaire from 1,043 secondary school students using a multistage cluster random sampling. Hierarchical regression suggested that religion significantly but negatively influenced the academic achievement of secondary students, while SES, teacher-student ratio, performance, and education system significantly predicted the academic achievement, although the latter had a negative impact. Besides, self-regulation and communication also showed a substantial role in determining good academic achievement. Policymakers should pay attention to the SES composition of schools and their quality and mode of education, and certain regulatory activities to achieve quality and all-inclusive education in Bangladesh.

Explaining Rural-Urban Differences in The Academic Achievement of Secondary Students: An Empirical Study in Magura District of Bangladesh

All the successive governments of Bangladesh – both civil or military – invested a considerable amount of national fortune in ensuring quality education for all, irrespective of caste or creed. Subsequently, Bangladesh has experienced significant growth in schools, colleges and universities in enrolment and completion rate of education with greater gender parity. However, the success stories were overshadowed by the persistent discrepancies, especially for spatial locations and social classes. This study, therefore, aimed at comparing the academic achievement of rural and urban students, and finding out the factors drawing differences in educational performances of the educands. Data were collected from 566 students selected from eight educational institutions following multistage proportionate random sampling administering a self-administered questionnaire. Findings suggest that age, sex, grades and track of education followed by the size of the class and student-teacher ratio played decisive roles for the educational disparities between the urbanites and ruralites. However, the most crucial factors were parental education and income and the family’s overall financial capacity for supplementary education. Based on the results, it is strongly suggested that the government should involve all the stakeholders, including parents, students, and teachers, to formulate future education policies and address the socioeconomic composition of schools. Additionally, the administration also needs to provide adequate resources, including trained teachers and sufficient infrastructural and other academic facilities, to improve overall educational and learning environments to achieve all-inclusive quality education for all.

Academic Self Concept and Academic Achievement of Secondary School Students

At the level of secondary school, student’s self-concept about their academic capabilities plays an important role. The aims of the study were to examine the relationship between academic self-concept and academic achievement of secondary students and to compare the academic self-concept of male and female secondary students. Sample of the study were 615 secondary school students of both genders (Male 317, Female 298, aged 14-17 years). The sample was drawn from 15 secondary schools affiliated with CBSE board, session 2016-17 of Varanasi city, India. Academic achievement was measured by self-reported Cumulative Grade Point Average (CGPA) of the previous year. Academic self-concept was measured using Kample and Naik (2013) Academic Self Concept Scale (ASCS), which was composed of 57 items, distributed in 8 subscales namely Academic Ability, Academic Interests, Study, Examination, Academic Interaction, Academic Efforts, Curriculum, and Academic Future. The result of the study revealed that there was a positive relationship between academic self-concept and academic achievement and this relationship was stronger for female students (r = .28) than that of male students (r = .17). Moreover, gender differences in the academic self-concept of the students were also found. Female students had significantly higher academic self-concept than male students.

Effect of Blood Group on Academic Achievement of Secondary Students in Mathematics

Researches show that the blood chemistry of an individual may affect in manifolds the human nature and his various potentialities. So by knowing the blood group of the students and its relation with academic achievement, a teacher can modify his efforts accordingly. It is the job of the teacher to measure whether the students have acquired the required level of knowledge before proceeding to the next component of instruction. This study was conducted on 610 students which was sufficiently large and drawn in a random manner and may be reasonably considered representative of the total population of students studying in XI grade in schools affiliated to CBSE situated in Meerut Educational District (U.P.). On the basis of the analysis of so collected data it was found that secondary students who belong to the AB blood group are better than those who belong to A, B and O blood groups and secondary students belonging to the A blood group are better than those belonging to B and O blood groups. Hence as was assumed that the blood chemistry of an individual affects his achievements in manifolds, the same has been proved on the basis of findings of this study.

Psychological Counseling needs and Academic achievement of students at the Secondary level

Psychological counselling that helps to attend to the social emotional needs of the school students which goes a long way in removing obstacles of learning. It is thus, an integral part of education. The present study has investigated the level of psychological counselling needs and academic achievement of students. Survey method was used to carry out the investigation for a sample of students at the secondary level. The study examined the relationship between psychological counselling needs of students and their academic achievement. The sample consisted of 300 secondary school students. Psychological Counselling Needs Scale (Chouhan and Arora, 2009) was used to assess the psychological counselling needs of students and the academic achievement marks scored by students in their half yearly examination were taken. The results of the analyses showed that school psychological counselling needs has significant influence on academic achievement. A significant difference was found between psychological counselling needs and academic achievement of secondary students studying in government, government-aided and private schools. Findings also revealed a significant positive correlation between psychological counselling needs and academic achievement. Keywords: Psychological Counselling Needs, Academic Achievement

A Study of the Relationship Between Metacognition and Academic Achievement of Secondary Students

Present papers focused on the relationship between Metacognition and Academic Achievement of C.B.S.E. Students of XI standard. Metacognition is higher order thinking which is essential for meaningful learning. A sample of 84 students (Male & Female) of Meerut Zone was selected as the subjects for the study. Metacognition Inventory was used as a research tool which constructed Dr. Punita Govil. This Survey method was used for the study. As a result it was found that there is positive and significant relationship between Metacognition and Academic Achievement in C.B.S.E student of XI standard.

Progressive Comparison of the Effects of Computer-Assisted Instruction on the Academic Achievement of Secondary Students

This study employed a meta-analytic technique to compare the academic achievement during a 12-year period of secondary students across a broad latitude of academic areas who were instructed through traditional methodology, traditional methodology supplemented with computer-assisted instruction (CAI), or CAI alone. Moreover, the study compared more recent with earlier research findings. An overall mean effect size of 0.187 was calculated, indicating that, on the average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 57.2% of those receiving only traditional instruction. However, a –0.762 correlation between effect size and years indicates that the effect of CAI on academic achievement has declined during this period.