Affect School Performance Research Articles

Developing Models for Measuring and Evaluating Success in Vocational and Professional Education and Training. An Empirical Study

This study aimed to evaluate the performance of vocational high schools by developing and applying a comprehensive assessment instrument. The focus was on the actual processes occurring within these institutions, rather than solely relying on document-based evaluations. By analyzing factors affecting school performance, constructing a valid instrument, and conducting a thorough evaluation, the study found that the investigated vocational high schools demonstrated satisfactory performance in general management and academic management. Most of the evaluations of education, training and performance carried out in vocational high schools focus on documents or passive data, rather than on the processes taking place in the secondary schools themselves. Recognizing the need to study precisely these processes, this study focuses on the performance evaluation of secondary schools. The study begins with the identification of constructs and the development of instruments to assess the performance of vocational high schools. Based on the problems found in the field, before conducting the evaluation, the researcher must first develop the evaluation tool through three stages of development. The first one is to analyze the concepts related to evaluation by examining the factors affecting the performance of vocational high schools. In the second, instrument development and instrument analysis (content validation of selected criteria) are conducted with the help of experts. The third one, entailed a rigorous evaluation of the effectiveness of vocational secondary schools. Based on the evaluation findings, the investigated vocational high schools demonstrated commendable performance in both general management and academic management.

ESTUDOS SOBRE DESIGUALDADES EDUCACIONAIS NO BRASIL: UMA ANÁLISE SOBRE ALGUNS ESTUDOS DE DESIGUALDADES NA EDUCAÇÃO BÁSICA NO BRASIL

This article presents an analysis of selected studies on educational inequalities in Basic Education in Brazil, addressing the main dimensions of these inequalities, such as socioeconomic, regional, racial, gender factors, and access for people with disabilities. Through a literature review of renowned authors, this work discusses the causes and consequences of educational inequalities and suggests possible solutions to promote more equitable and inclusive education. Socioeconomic inequality is identified as a significant factor, affecting school performance and dropout rates among low-income students. Regional inequalities are also highlighted, emphasizing the disparities between the North and Northeast regions and the more developed Southeast and South regions. Racial analysis reveals ongoing discrimination that hinders black and indigenous students, while gender inequalities, though less pronounced in terms of access, still affect girls' educational and professional choices. Additionally, the inclusion of students with disabilities remains a challenge due to the lack of adequate infrastructure and specific teacher training. The exacerbated impact of the COVID-19 pandemic is addressed, highlighting the digital divide and the need for effective public policies. Programs such as Bolsa Família and the National School Feeding Program (PNAE) are cited as positive measures, although insufficient without equitable resource allocation. The analysis concludes that a multifaceted and inclusive approach is essential to address the various forms of inequality in Basic Education in Brazil, aiming to ensure that all students have access to quality education, regardless of their socioeconomic, regional, racial, gender, or disability status.

Social Values, Family Work Involvement and School Education of Children in a Rural Area of Satu-Mare County

This article presents the results of a research carried out in a rural area of Satu-Mare County, which aimed to identify the practices regarding work in family agricultural households of rural children in connection with their school education. Our study is an exploratory research on the involvement of rural children in household work, as well as of the meanings that parents give to family work and school education, taking into account their value systems, expectations, relationships with their families and other relevant factors. For the collection of quantitative data, we used a questionnaire based survey on a representative sample of children and their parents, while for the qualitative data semi-structured interviews were conducted with parents and focus group interview with teachers. The research results reveal that the involvement of children in the work of family households is considered by parents as a natural component of the family socialization of children, related to the need to acquire work skills characteristic of the rural way of life. Among parents there is a preoccupation for the balance between school education and household activities, with an emphasis on the relevance of practical education. Child labour can negatively affect school performance; however, rural life offers children valuable hands-on learning opportunities.

S dyslexiou k vysokoškolskému titulu: Naratívna syntéza

Learning disabilities, specifically dyslexia, affect learning processes and school performance of pupils and students at all levels of education. The aim of this narrative synthesis is to outline the topics that are investigated in relation to the university studies of people with dyslexia, while the mapping of this empirical knowledge has the potential to reflect these studies at their different stages. From 923 studies registered between 2001 and 2020 in the Web of Science database, we included 65 studies, which represent an overview of knowledge about decisions about university studies, adjustment in the university environment, study strategies of individuals with dyslexia and support that is provided by university. The results show that dyslexia and its symptoms can be a barrier to successful university studies, yet these students can overcome these barriers with adequate support.

Penerapan Manajemen Strategik Menggunakan Analisis SWOT di SMP Muhammadiyah 1 Berbah Sleman

This article focuses on the implementation of strategic management using SWOT analysis at SMP Muhammadiyah 1 Berbah. The study aims to explore the implementation of strategic management in the school and provide strategy recommendations based on strengths, weaknesses, opportunities, and threats (SWOT) analysis. Data were collected through observation and interviews with the principal of school, and teachers. The findings were analyzed using the SWOT analysis method and IFAS/EFAS calculations that help identify internal and external factors that affect school performance. This research emphasizes the importance of effective strategic management in achieving educational goals and maintaining competitiveness. The results of the analysis can be valuable input for formulating recommended strategies to capitalize on strengths, address weaknesses and take advantage of opportunities while mitigating threats. The results of this study show that strengths have a total value of 3,7 inversely proportional to weaknesses with a total value of 0,65. The company's position has opportunities with a total value of 4 compared to threats with a total value of 1,7. According to the SWOT analysis calculation, the highest value is obtained from the Strenght-Opportunities combination with a value of 7,7.

Sleep Hygiene Intervention Improves Sleep Time and Duration in High School Students.

Objective To evaluate the effects of a sleep hygiene education program for adolescents to address excessive daytime sleepiness, insomnia, and sleep-related behaviors. Materials and Methods The participants were 98 high school students from the 11th and 12th grades. A day-long health promotion action was conducted at their school science fair to disseminate relevant information about sleep disorders. Social status and sleep perception and habits were evaluated through the following validated questionnaires: the Brazilian Economic Classification Criteria, a questionnaire on sleep habits for adolescents, the Pediatric Daytime Sleepiness Scale, the Insomnia Severity Index, and the Sleep Time-Related Information and Communication Technology questionnaire. The questionnaires were administered before the fair and 12 months after participation, and the results before and after the intervention were compared by means of the Student t -test and the Fisher exact test. For the correlations involving the results, the Pearson correlation was used with the level of significance of p < 0.05. Results A qualitative reduction in poor bedtime habits was observed after the intervention, such as watching television and leaving a cell phone on with sound. A higher frequency of use of electronic devices can affect school performance and contribute to later bedtime on weekends ( p < 0.001). Excessive daytime sleepiness was correlated with the excessive use of electronic devices ( p = 0.017). Conclusion Some habits changed after the awareness intervention. There was an impact of the use of electronic devices on academic performance, on the regularity of bedtimes, and on excessive daytime sleepiness. We emphasize the importance of health education programs with sustainable actions following actual changes in behavior.

Risk Factors of Malnutrition among In-School Children and Adolescents in Developing Countries: A Scoping Review.

Malnutrition among in-school children is a complex issue influenced by socio-economic, environmental, and health-related factors, posing significant challenges to their well-being and educational trajectories in developing countries. This review synthesized evidence on the multifaceted aspects of child malnutrition within the educational setting in developing countries. This review followed the six steps outlined by Arksey and O'Malley's framework. Four main databases (PubMed, CENTRAL, JSTOR, and Scopus) were searched. Additional searches were conducted in WHO Library, ProQuest, HINARI, Google Scholar, and Google. Reference lists of eligible papers were checked. This review found that low family income, varying family sizes, parental employment status, and educational levels significantly impact malnutrition among in-school children and adolescents. Environmental elements, including rural/urban residence, household sanitation, and living conditions, also influence malnutrition. In addition, nutrition knowledge, dietary habits, nutrient deficiencies, physical activity, and prevalent health conditions compound the risk of malnutrition. This study underscores the extensive health impact of malnutrition on general health, specific nutrient deficiencies, fetal/maternal health concerns, and overall morbidity. Also, malnutrition affects school performance and attendance, impacting cognitive abilities, and academic achievements. Addressing these challenges requires comprehensive policy actions aligned with Sustainable Development Goals, emphasizing poverty alleviation, health literacy, and gender equity.

Pengaruh Budaya Dan Iklim Sekolah Terhadap Efektivitas Sekolah

The aim of this research was to determine the influence of culture and school climate, either partially or simultaneously, on the effectiveness of State Elementary Schools in the Sukawangi District, Bekasi Regency. The research was conducted quantitatively with a correlational design. Data collection techniques involved questionnaires administered to a population and sample of 146 teachers. Data analysis included descriptive, linearity, and multicollinearity analyses. Hypothesis testing was conducted using F and t tests. The results of the study indicate that there is a significant influence of school culture on school effectiveness, followed by a significant influence of school climate on school effectiveness, and there is also a significant combined influence of school culture and climate on school performance effectiveness. Conclusion: effective schools are influenced by many aspects, one of which is the culture and climate of the school, which significantly affect school performance effectiveness.

Academic performance in moderately and late preterm children in the United States: are they catching up?

ObjectiveTo determine whether preterm birth of 32–36 6/7 weeks gestation affected school performance from kindergarten through fifth grade.Study designWe assessed 14350 term infants and 1195 32–36 6/7 weeks gestation infants followed in the Early Childhood Longitudinal Study Kindergarten 2011 cohort for classroom performance in kindergarten-fifth grade. Multivariable regression was performed for comparisons, and data were weighted to be representative of the US population.ResultsChildren born 35–36 6/7 weeks gestation had no significant difference in their academic scores or performance, while 32–34 6/7 weeks’ children had lower academic scores and teacher performance scores when compared to term children. Children born between 32 and 36 6/7 weeks gestation had higher odds of individualized education plan needs and had learning disability diagnoses compared to term children.ConclusionsChildren born between 32 and 34 6/7 weeks gestation have poor school performance compared to term children. Children born between 32 and 36 6/7 weeks gestation are at risk for learning disabilities and likely benefit from continued support and services to improve achievement throughout school.

Chronic Graft Versus Host Disease Adversely Affects School Performance and Quality of Life in Children and Young Adults.

Chronic Graft Versus Host Disease Adversely Affects School Performance and Quality of Life in Children and Young Adults.

Changes in the menstrual hygiene management facilities and usage among Bangladeshi school girls and its effect on school absenteeism from 2014 to 2018

ABSTRACT Background The lack of menstrual hygiene management (MHM) information and facilities in schools is a major contributor to adolescent girls’ school absenteeism in low- and middle-income countries like Bangladesh. Objectives This paper examines the changes over time in school MHM facilities, knowledge and perceptions among adolescent girls, in relation to school absenteeism between 2014 and 2018 in Bangladesh. Methods We examined changes in MHM and school absenteeism among schoolgirls using nationally representative data from the Bangladesh National Hygiene Baseline Survey 2014 and National Hygiene Survey 2018. Given the repetitive nature of our data and its clustering within participants, our method included performing descriptive analysis, bivariate analysis, and multivariate Generalised Estimating Equation (GEE) modelling to analyse these changes. Results Results showed that adolescent girls’ menstruation-related absenteeism decreased between 2014 and 2018. Percentage of adolescents who missed school decreased from 25% to 14% (PD: −11; CI: −16 to −6.1), while the average number of missed days reduced from 2.8 to 2.5 (PD: −0.33; CI: −0.57 to −0.10). In the GEE model, we found that living in rural areas (coef: −5.6; CI: −10.06 to −1.14), parental restrictions on going outside (coef: 4.47; CI: 0.75 to 8.2), education levels of girls (coef: −9.48; CI: −14.17 to −4.79), girl’s belief that menstruation affects school performance (coef: 23.32; CI: 19.71 to 26.93), and using old cloths (coef: −4.2; CI: −7.6 to −0.79) were significantly associated with higher absenteeism. However, participant’s age, type of school, knowledge of menstruation before menarche, receiving information regarding MHM, separate place for changing absorbents, and separate latrine and urine facility were not significantly associated with the changes in absenteeism over time. Conclusion This paper emphasised the associations between changes in school absenteeism, parental restrictions on students, students’ education levels, and menstruation-related misperceptions. Ongoing research, policy reviews, and targeted interventions to improve MHM perceptions among girls are required to provide long-term benefits for adolescent girls in Bangladesh.

Physical Disability School Performance Impact Model

In this manuscript, we present a theoretical model of the impact factors that can affect school performance for students with physical disabilities. The model proposes that students’ performance is affected by biological or inherent characteristics, home and community factors, and instructional factors. These factors are further impacted by systemic educational barriers. We provide a diagram and description of the overall model as well as an expanded diagram and description of each type of impact. Our purpose for presenting the model is to raise awareness for educational teams regarding the complex needs of students with physical disabilities in order to inform educational planning.

Social, Behavioral, and Academic Ramifications of Video Game Playing in College

The purpose of this research project is to determine whether video game usage influences the psychological well-being of college students. This project seeks to understand technology usage habits among students and whether this affects school performance. Previous research suggests video games may be used to treat psychological issues such as anxiety. Self-report studies note video games were helpful in certain populations in coping with stress, developing positive social behaviors, and improving cognitive abilities (Carras et al., 2018; Nuyens et al., 2019; Schuurmans et al., 2018;). Since psychological well-being is a crucial factor in academic performance (Carton &amp; Goodboy, 2015; Punia &amp; Malaviya, 2015), the current study will examine potential relationships between gaming and college GPAs. Poor habits related to technological usage may lead to negative mental health outcomes. A survey examining these factors was completed by college students at Texas Woman’s University. The survey was composed of questions from the Internet Gaming Disorder Scale, Psychological Wellbeing Scale, and Boundary Management Subscale. Data was tested using ANOVAs, a Tukey HSD test as a post hoc test, and Eta squared. The results of the data found gaming tendencies were not significantly associated with GPA but were associated with negative mental health outcomes and increased issues with technology boundary management. The study has marked limitations due to the lack of non-gaming survey participants and most respondents identifying as female. These findings may be useful for clinicians in treating addictive gaming tendencies. Future research should examine more diverse student populations.

Can family behavior affect school performance and future aspirations of students of different race?

Resumo Esse artigo investiga em que medida as fontes de desigualdades do desempenho escolar e de expectativas educacionais por raça/cor são resultantes de desvantagens socioeconômicas, da heterogeneidade de estilos parentais ou se advêm de fatores residuais não observáveis. As análises utilizam dados da pesquisa Fundaj que disponibiliza informações relativas à raça/cor, aspirações educacionais futuras e uma avaliação longitudinal do desempenho escolar. A estratégia de identificação utiliza o método de Propensity Score Matching. Os resultados mostram que as disparidades educacionais entre estudantes do 6º ano do ensino fundamental da rede pública do Recife, que se declaram pretos ou de outra raça/cor, persistem em termos de reprovação e expectativa de ingresso ao ensino superior, mesmo após o condicionamento em um amplo controle de observáveis, sugerindo que a fonte dessas disparidades decorre de fatores não observáveis na análise. Apesar das famílias de estudantes pretos se engajarem mais ativamente no acompanhamento escolar de seus filhos do que familiares de estudantes não-pretos, esse maior envolvimento não tem sido suficiente para neutralizar as desigualdades educacionais por raça/cor. Alunos pretos possuem taxas de reprovação maiores do que seus colegas não-pretos e menores expectativas de acesso ao ensino superior em cerca de 5 pontos percentuais, diferenças estatisticamente significantes a 5%.

Evaluation of the incidence and risk factors of ocular disorder in primary school children: a cross-section analysis

Background: School health is an essential part of any public health program. Poor vision in childhood can affect school performance and affect children later in life. Pupils can be affected by various eye diseases such as refractive errors, strabismus, color blindness, eyelid problems and cataracts. The aim of this study is to determine the incidence and risk factors of eye diseases in children aged 6-12 years. Methods: This school-based cross-sectional study selected children aged 6-12 years from December 2018 to March 2019 from 09 primary schools in the Kanpur district. The institutional ethical clearance and appropriate permissions from the school authorities were obtained through the medical officer of Kalyanpur PHC and consent 51 from parents. Results: A total of 2,100 students from 09 different schools, 1,070 boys and 1,030 girls, were tested. The most common eye diseases are myopic astigmatism with 16.6% (348 people), myopic astigmatism with 78.2% (272 people), 192 were against the rule astigmatisms, 80 were with the rule astigmatism astigmatisms, followed by simple myopic with 15.2% (53 people) and hypermetropic astigmatism with 1.7% (6 people). The next most common disease is allergic disease with 1.6% (34). The 1.4% (30) of children have strabismus. Blindness 0.26% (5), colour blindness 0.2% (4); eyelid and adnexal disease 0.13% (3) and cataract 0.03% (1) Conclusions: Eye diseases in school-aged children can be easily detected by regular eye examinations; this research shows that vision deficiency is likely to be affected.

Parents’ Teachers’ Meeting and students’ Performance: Perceptions of Teachers’

Children build relationships with a variety of people throughout their youth; including parents, teachers, and peers, so it's critical to understand how these interactions affect school performance, particularly with teachers. The objective of the study was to find the perceptions of teachers’ regarding parents’ teachers meeting and students’ performance. The population was comprised of all elementary school of district vehari. The instrument of the study was questionnaire. Descriptive statistics was used to analyze the data. The findings of the study revealed that PTM increase students’ participation in class, improve students’ grades, their attendance, and improve management in class and many other things which indicate discipline.

The Role of Dynamic Managerial Capabilities of School Principals on School Performance through Networking Capabilities and Spiritual Motivation

This study was conducted in the educational settings of the East Java Integrated Islamic School Network (JSIT), encompassing Kindergarten to High School levels. This study examines the impact of dynamic managerial ability, spiritual motivation, and networking ability on school performance across all East Java Integrated Islamic School Network levels. To achieve the research objective, a mixed-methods approach involving quantitative and qualitative interviews was employed. Empirical evidence revealed that the Principal's Dynamic Managerial Ability significantly influences School Performance. Furthermore, Spiritual Motivation has a notable impact both on the Principal's Dynamic Managerial Ability and directly on School Performance. In contrast, while Networking Ability does not significantly affect the Principal's Dynamic Managerial Ability, it does have a marked influence on School Performance. Additionally, Spiritual Motivation and Networking Ability significantly affect School Performance mediated by the Principal's Dynamic Managerial Ability.

Assessment of knowledge, attitude and practice (KAP) of parents/caregivers towards epilepsy in children – A cross- sectional observational study

ObjectivesThe study aimed to assess the knowledge, attitude, and practice (KAP) of parents/caregivers toward epilepsy in paediatric patients at a tertiary care centre of North India. MethodsA cross sectional study was carried out among 418 parents or caregivers using convenience sampling technique with 16-item questionnaire in English language and also translated to local language that is Hindi. Children with epilepsy who visited the paediatric outpatient department within a year were included in the study (January 2021–22). A total of 450 children visited the clinic, 32 of whom were excluded for various reasons, and the final analysis was conducted among the 418 parents or caregivers who completed the questionnaire. ResultsThe male and female patients were 56.7% (n = 237) and 43.3% (n = 181) respectively. The age distribution of patients with less than 5 years, 6–10 years and more than 10 years were 35.6% (n = 149), 54.5% (n = 228), 9.8% (n = 41) respectively. Only one third of parents and caregivers did not consider epilepsy as psychiatric illness. Most of the parents and caregivers think that epilepsy affects school performance (77.2%) and hinders family life (71.0%). More than half of the parents or caregivers believes that the society discriminates against person with epilepsy and around 46.6% consider that alternative medicine can cure epilepsy. The parents or caregivers felt financial burden due to epilepsy was in 72.5% and approximately 78.5% perceived that their work is affected because of their child's epilepsy. Perception of epilepsy as a psychiatric illness was found to be significantly higher in parents with primary and secondary level education, when compared to parents who were graduates. The practice of the parents or caregivers towards administration of drugs to their child was good, however around 36.6% (n = 153) missed the dose of anti-seizure medications. ConclusionThe study highlights the substantial knowledge, attitude and practice gap amongst parents and caregivers for children with epilepsy which indirectly has huge impact on the management of epilepsy. Thus it becomes utmost important to educate the family as well as the community regarding epilepsy which will help in improving the therapeutic outcomes, overall quality of life and interpersonal and social relationships of these children.

Academic performance in Jamaican children with sickle cell disease

ObjectiveChildren with sickle cell disease (SCD) are at risk for neurocognitive deficits that can affect school performance, and psychosocial functioning. The aim of this study was to assess the academic performance of school–aged children with SCD in Jamaica compared to their school peers. MethodA cross-sectional survey of academic performance was done in a group of children 11 to 13 years of age, using a standardized state administered examination, the Grade Six Achievement Test (GSAT), covering 5 subjects. Scores were obtained from the Ministry of Education (MOE) for eligible children with SCD, as well as mean scores with standard deviation for unaffected classmates by gender. Socio-demographic and clinical data were obtained from our sickle cell clinic database and an interview administered questionnaire. ResultsSixty-four children satisfied eligibility criteria. Children with SCD had lower percentage scores and significantly lower mean z-scores for 4 of 5 subjects (p < 0.05). Males had significantly lower mean z-scores compared with females. Thirty-seven children (57.8%) were classified as underperformers. Haemoglobin level was a significant predictor of subject score rank. ConclusionChildren with SCD in Jamaica perform worse in standardized school examinations than their class peers with boys being particularly vulnerable.

The Impact of Ecotherapy on Academic Performance and ADHD Symptom Severity in Children

Studying how ecotherapy affects school performance for Saudi Arabian kids with Attention Deficit Hyperactivity Disorder (ADHD) is the major focus of this research. This study focuses at ecotherapy interventions and their potential impact on academic outcomes. The current research hopes to learn more about the impact of age as a moderator and the function of ADHD symptom severity as a mediator in this setting. The results of this research support the claim that ecotherapy improves learning outcomes in classroom settings. The association between these two factors is also shown to be affected by differences in attention deficit hyperactivity disorder (ADHD) symptoms, as the research shows. The significance of recognizing the differences in ecotherapy's efficacy across age groups, and of using treatments that are customized to suit the individual requirements of each age group, cannot be overstated. Results like these highlight ecotherapy's promise as a comprehensive, nature-focused approach to improving children with ADHD's academic and mental health.