Academic Performance Of Elementary Students Research Articles

Analyzing the components of effective measurement of the academic performance of elementary students in non-attendance education (A phenomenological study)

Background and Aim: With the rise of digital tools, education has moved away from its traditional form and is advancing towards non-physical learning modalities. Distance learning leads to flexibility and easy access through digital media. Thus, the purpose of this study was to understand the lived experiences of students, teachers, and professors regarding the effectiveness of assessment in distance education. Methods: This qualitative research was conducted using a phenomenological approach. The method of data collection involved semi-structured interviews. For this purpose, data were collected through interviews with 30 students, teachers, and professors and analyzed using the method of Streubert and Carpenter (2003). Results: The analysis of the interviews revealed four main themes including support and backing components, content, infrastructure and ethical, and 22 subthemes such as technical support, enhancing the motivation of teachers and students, continuous training of teachers and students, improving computer literacy of students and teachers, overcoming teachers' resistance to virtual assessment methods, using interactive methods, focusing on learners' depth of thinking, timely and rapid feedback, attention to individual differences, familiarity with virtual assessment methods in teachers, adapting to virtual assessment methods in teachers, availability of electronic infrastructure, ensuring security of assessment in the virtual space, providing high-speed internet, quick and easy access to mobile or computer for students, digitalization of the entire assessment process, promoting the culture of virtual assessment among teachers and students, avoiding cheating due to anonymity, providing agreed-upon criteria and standards in assessment, considering students' backgrounds in virtual assessment, perceiving the student as the core of assessment, and connecting assessment to the student's environment. Conclusion: Given the above results, it is clear that performance assessment in non-physical education requires adherence to specific principles and components. Neglecting them can lead to the sterilization of this type of assessment.

The Influence of Teacher’s Job Satisfaction on Students’ Performance: An Empirical Analysis Based on Large-Scale Survey Data of Jiangsu Province

It is essential to know how teacher’s satisfaction affects the performance of students. Using the data of the 2016 Annual Monitoring of the Academic Quality of Students in Basic Education in Jiangsu of China, this study applied a hierarchical linear model to analyze the impact of teacher’s satisfaction on the academic performance of elementary students. Results showed that both the self-realized satisfaction with the education work and the relationship between colleagues and students displayed a significant effect on students’ performance, whereas the satisfaction with the supervisors and administrative, the rationality of the payment, and the environment for further development did not show a significant impact on students’ performance. So based on these data, we suggest that it is critical to create a better self-realized condition for teachers to realize a good relationship with colleagues, and build up an incentive system for them to better stimulate their teaching enthusiasm.

Visual Health and Academic Performance in School-Aged Children.

Background: Academic performance at different educational levels has become a very important subject of study in local, national and international institutions. A visual system working properly is critical to improving academic performance. It is important to check children’s vision during the different stages of elementary school. Methods: A visual screening was carried out in elementary school children, aged between 6 and 12, across Spain. The screening included: the collection of demographic data, surveys of children and families about their vision habits and a basic optometric screening to detect visual problems. Results: Children with bad academic performance had worse visual health than those with good academic performance. Conclusions: It would be highly recommendable to introduce policies that ensure the early detection of visual disorders in schools and primary care in order to improve the academic performance of elementary students.

Teachers’ Adversity Quotient Dimension of Control and Students Academic Performance in Secondary Schools in Kenya

Self-control has been related to positive student outcomes including academic performance of elementary students. However, the changing nature of learning organizational environments has become a threat for most teachers. The purpose of this paper is to investigate the teachers’ adversity quotient and its effects on students’ academic performance. The study adopted adversity quotient theory and correlation design. The study sample comprised of 441 secondary school teachers. Data was collected using the Adversity Quotient Profile Questionnaire for teachers. Validity was ascertained using Cronbachs’ alpha and coefficient value of 0.7 was considered. Data was analyzed using t-test and Pearson’s Product Moment correlation coefficient to test relationships between the variables. The findings indicate a significance difference between gender and teachers’ adversity quotient value control dimension (t=148.4), Gender (t=62.7) (P=0.000). There is a positive significant relationship between adversity quotient dimension of control and students academic performance (r=.483), (P<0.01). The study recommends policy makers to recognize the importance of testing and assessing teachers’ adversity quotient, devising appropriate and timely teacher support mechanisms and professional development programmes in order to improve teachers’ adversity quotient in relation to students’ academic performance in schools.

Effects of therapy balls on children diagnosed with attention deficit hyperactivity disorder

Therapy balls are air‐filled rubber balls ranging from 20 to 30 in. in diameter that are sometimes used in place of traditional 4‐legged chairs in classrooms. Unfortunately, research on the effects of therapy balls as chairs is limited. Therefore, this study evaluated the effects of therapy balls on the on‐task behavior and academic performance of elementary students diagnosed with Attention Deficit Hyperactivity Disorder. An alternating treatments design was implemented with 4 students from the 3rd and 4th grades comparing therapy ball seating to traditional classroom chairs. No effect of the therapy balls was found, although students preferred sitting on the therapy balls. Teachers reported that the therapy balls were difficult to use and did not find them particularly effective.

Effects of daily energy expenditure on academic performance of elementary students in Taiwan

The objective of the study was to investigate the potential effects of daily energy expenditure on the academic performance (AP) of elementary schoolchildren, the results of which will be used as the basis of planning physical activity (PA) for children in the future. Participants were collected from 4th to 6th grade children at an elementary school in southern Taiwan. The effective sample data size was 1065 (79.8%; 528 boys and 537 girls). Daily mean energy expenditure was obtained using the 3 Day Physical Activity Recall (3-DPAR), and the intensive activities degrees of physical activity were categorized into lowest PA, middle PA, and highest PA group, and academic performance assessed with weighted academic score. The significant effect on the academic performance of schoolchildren was only in energy expenditure but not for sexes and tutorials attended. All students in the middle PA group performed better academically than those in the highest PA group. After controlling sexes, male students in the middle PA group performed better than other groups; female students in the lowest PA group performed better than other groups. These results may be consulted by schools, academic faculties, and parents in setting up exercise plans for children.