Changes In Student Behavior Research Articles

Bayesian Analysis of Retention and Graduation of Female Students of Higher Education Institution: The Case of Hawassa University (HU), Ethiopia

The study was conducted on female students who were 2005, 2006, 2007, and 2008 entries in the fields of Natural Science, Agriculture, and Social Science. From 1931 female students a sample of 605 was taken using stratified random sampling, Primary and secondary data were collected using questionnaire and analyzed using the Bayesian logistic regression analysis. The results showed that the percentage of graduation among 362 females who were enrolled in 2005, 2006, and 2007 was 72.1%. Similarly the retention rate among 243 females of 2008 entry was 75.7%. From the Bayesian logistic regression analyses, significant predicators of both graduation and retention were choice of field, preparatory average result, entrance exam score and first year cumulative GPA. Moreover pregnancy, organizing studying and leisure time, habit of chewing Khat, satisfaction with instructors, parent income, habit of smoking cigarette and using drugs, and feel safe to study at night in classrooms appeared as significant predictors of retention. The graduation rate and retention rate for the students who assigned to the field they did not choose were lower than that for those assigned to the field they chose. Those with first year CGPA less than 2.0 were having lower rates of graduation and retention than those having greater than 2.0. The graduation and retention rates for the students having higher preparatory average result and higher entrance exam score were higher than that for those having lower. The students having parents’ income less than 500 were less likely to retain than those having parents’ income greater than 1500. The retention rate for the students who were not satisfied with their instructors was lower than those were satisfied. The students who cannot organize their study and leisure time easily were less likely to retain than those can organize. In conclusion, the factors those mainly affect female students’ graduation and retention were more of academic variables; hence we recommend that assigning to the field they choose by their interest may help female students’ graduation and retention. The teaching method at secondary and preparatory schools should be designed to challenge and motivate them to adequately prepare them for Higher Education Institutions. Moreover, campus and Department administrators in collaboration with the students themselves and academic staff need to work hard to bring change in behavior, academics, and social aspects of female students at the University.

Mobile application-based dietary sugar intake reduction intervention study according to the stages of behavior change in female college students

Mobile application-based dietary sugar intake reduction intervention study according to the stages of behavior change in female college students

Pengaruh Penggunaan Smartphone Terhadap Perubahan Perilaku Siswa (Studi Kasus Siswa Sekolah Menengah Atas Negeri 5 Palembang)

The era of Technology and Information which is now completely practical and fast certainly makes many people want to try to participate in it. Smartphones are smart phones that have evolved to this day become a tool that can be used by many people to not only communicate, but also to entertain themselves, to get information, learn to work and online selling. Smartphones are getting more and more years, so they are growing rapidly, especially to the millennial generation and the current generation Z is feared to be able to influence changes in their daily behavior. Smartphones that become daily needs for teenagers will certainly be viewed from various sides, whether a big positive and negative affect on the behavior that they apply every day. The number of smartphone users from existing data shows the amount of enthusiasm of teenagers to access the internet through smartphones. This research was made with the title "Effect of Smartphone Use on Changes in Student Behavior (Case Study of Senior High School Number 5 Palembang Students). Has a formulation of the problem of how the influence of smartphone usage on student behavior changes in senior high school 5 Palembang. The purpose of this study was to determine the effect of the use of smartphones on the change in student behavior in state high school number 5 Palembang. This research uses quantitative methods. The source of the data used is obtained through questionnaires, observations and interviews. And using data analysis techniques, namely descriptive analysis techniques and inferential analysis techniques. The theoretical framework used is the theory of Social Penetration. Based on the analysis of the data used and the simple Linear test, it was concluded that the use of smartphones has a very big influence on the changes in student behavior in senior high school number 5 Palembang. In this case it was also found that smartphone usage had a positive effect on changes in student behavior in senior high school number 5 Palembang.

IMPLEMENTATION OF CROSSWORD PUZZLE MEDIA IN LEARNING CHEMICAL WITH NUMBERED HEADS TOGETHER MODEL (NHT)

This classroom action research aims to improve learning on the competence of the technique of electrical installationstudents SMK class X on the topic of chemistry through the learning Numbered Heads Together (NHT)model using crossword puzzles. The findingsstudy are the results cycle I pre-test 60 and post-test 65 while in cycle II pre-test of 70 and post-test 94. Performance teachers in cycle 1 is 59% moderate category and cycle II is 100% high category. Behavior change students in cycle I is 50% categorized as low student activity and cycle II 80% is categorized high student behavior change. The activity of the student spirit learning cycle I 53% is categorized enough and cycle II 85% is categorized as high. The results of the interview cycle I and II there are changes that the better because students feel very happy and enthusiasm with media crossword puzzles. Based on the Minimum Exhaustiveness Criterion (KKM) review, the application crossword media on elemental chemistry learning with NHT type learning model influences students learning outcomes in the complete category. Based on these results, it was concluded that. The application crossword media with learning model NHT can increase learning interest and learning achievement of class X TITL-1 students at SMKN 1 Cerme Gresik year 2017-2018.

Consultation for Classroom Management and Targeted Interventions: Examining Benchmarks for Teacher Practices That Produce Desired Change in Student Behavior

In the context of best practices consultation with high needs teachers, we examined (a) relations between teachers’ appropriate response to student rule violations and rates of rule violations, and (b) rates of student misbehavior among teachers who do and do not achieve various benchmarks of integrity and/or growth in skills. Participants were 48 teachers, 48 target students with or at risk for attention deficit hyperactivity disorder (ADHD; one per teacher), and remaining students in each classroom. Teachers received up to eight consultation sessions on classroom management and implementation of a daily report card (DRC) with the target student. We observed classwide rule violations, target student rule violations, and DRC violations, as well as the percentage of rule violations to which the teacher provided an appropriate response. Teachers who responded to a higher percentage of rule violations had fewer classwide rule violations ( rs = −.32 to –.53) and target student rule violations ( rs = −.22 to –.51) at baseline, Months 1 to 2, and Months 3 to 4 of consultation. Teachers who reached the minimum benchmark of 51% appropriate response and who demonstrated greater growth in appropriate responding witnessed fewer rule violations than teachers who did not achieve these benchmarks. Implications for preservice training, professional development, and consultation are discussed.

Health Sciences cultural safety education in Australia, Canada, New Zealand, and the United States: a literature review.

ObjectivesTo review the research literature on cultural safety education within post-secondary health science programs. MethodsWe conducted health and social science database searches from 1996-2016, using combined keywords: cultural competence or safety; teaching or curriculum; universities, polytechnics or professional programs; and Aboriginal or Indigenous. In dyads, authors selected, and reviewed studies independently followed by discussion and consensus to identify thematic linkages of major findings. ResultsA total of 1583 abstracts and 122 full-text articles were reviewed with 40 selected for final inclusion. Publications from Australia, Canada, New Zealand and the United States described curriculum development and delivery. A variety of evaluation approaches were used including anecdotal reports, focus groups, interviews, course evaluations, reflective journals, pre-post surveys, critical reflective papers, and exam questions. Duration and depth of curricular exposure ranged from one day to integration across a six-year program. Changes in student knowledge, attitude, self-confidence, and behaviour when working with Indigenous populations were reported. Cultural safety education and application to practice were shown to be linked to improved relationships, healthier outcomes, and increased number of Indigenous people entering health education programs and graduates interested in working in diverse communities. ConclusionsThis review provides a summary of multidisciplinary didactic and experiential instructional approaches to cultural safety education and the impact on students, educators and Indigenous people. Institutional support, strategic planning and cultural safety curriculum policy within post-secondary settings and community engagement are imperative for positive student experiences, advocacy, and actions toward health equity and improved health for Indigenous people and communities.

Effects of Performance Feedback on Treatment Integrity of a Class-Wide Level System for Secondary Students With Emotional Disturbance

Traditional professional development for teachers seldom results in program implementation with high fidelity or improved student outcomes. In this study, we evaluated the effects of performance feedback on the implementation of a class-wide, behavioral level system in four self-contained, secondary classrooms for students identified with emotional disturbance. Using a multiple-baseline across-participants design, we examined the effects of performance feedback on the treatment integrity of the level system, along with changes in student engagement and student disruptive behavior. Results indicated a clear functional relation between performance feedback and teachers’ treatment integrity, with less of a relation observed between performance feedback and students’ academic engagement or disruptive behaviors. Implications of these findings are discussed within the context of effective behavioral interventions for students with significant behavioral challenges.

The Outcomes of the Community Cooking Workshops for International Students at Simon Fraser University

The Community Cooking Workshops (CCWs) are free, bi-weekly, hands-on, cooking and nutrition education workshops for international students facilitated by the Simon Fraser University (SFU) Peer Health Educators (PHEs). The impacts of the CCWs on international student nutrition knowledge, behavior change, and social outcomes were examined. Data was collected and coded from five Spring 2016 CCWs through workshop evaluation forms (n=87, 93% response rate) and nine semi-structured interviews with international student participants. Participants reported changes in eating behavior and knowledge (all food should be consumed in moderation, with variety) and improved sense of community. Future research should assess the long-term impacts of cooking workshops in postsecondary institutions on diet quality, cooking skills, social connectedness, and international student wellbeing

An investigation of plagiarism software use and awareness training on English as a foreign language (EFL) students

Plagiarism is often considered as cheating, dishonesty, copying, or moral failing in writing because it is the act of stealing others’ language and ideas without proper citation or paraphrasing. However, this idea is not universally shared because people from different cultural backgrounds are likely to conceptualize plagiarism differently. To fill the gap in teachers’ perceptions and investigate students’ actual plagiaristic behavior, this study aims to detect the extent of plagiarism in students’ English summary writing by adopting plagiarism-detection software, Turnitin. The present study draws on both quantitative and qualitative data to investigate whether discrepancy exists between students’ perceptions of plagiarism and their actual plagiaristic behavior, and whether student behavior changes after their awareness training on plagiarism. The results of this study show that student plagiaristic behavior has changed and the awareness of adoption of plagiarism-detection software significantly has reduced the instances of textual plagiarism. It is thus noted that students who were aware that a plagiarism detection system was in use had lower percentages of plagiarism. However, no obvious relationship is observed between plagiarism awareness and the students’ actual plagiaristic behavior. The implications of these findings on pedagogical practice and future research are discussed and presented.

Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method

Strong teacher–student relationships have long been considered a foundational aspect of a positive school experience. The aim of the current study was to evaluate the effects of the establish–maintain–restore (EMR) method for improving teacher–student relationships and students’ classroom behavior while providing elementary teachers with structured professional development and follow-up support. A matched randomized design with a sample of fourth- and fifth-grade teachers and students was used to investigate whether the EMR method produced significant improvements in teacher–student relationships and student outcomes using hierarchical linear modeling to account for nesting at the classroom level. Results indicated that the EMR method was associated with significant improvements in teacher-reported teacher–student relationships as well as improvements in observed indices of students’ classroom behavior (academic engaged time and disruptive behavior). Findings also revealed that teacher-reported changes in teacher–student relationships were significantly associated with moderate changes in student classroom behavior. The implications of this study for school-based universal prevention and directions for future research are discussed.

Changes in student physical health behaviour: an opportunity to turn the concept of a Healthy University into a reality.

Previous studies have reported a high prevalence of unhealthy behaviours in the student population, which the Healthy University concept is now seeking to address, by taking a settings approach to health promotion. This study investigated how far students are already seeking to make changes to improve their health behaviour while in a university setting, to help inform the development of Healthy Universities. Data on student health behaviour change, health indicators and demographics were gathered from 550 students attending two London universities, via an online questionnaire released through the student union email system at one university and through iPads at a student centre at the other. In total, 84% of respondents reported making changes to try to become healthier while at university, primarily for proactive health reasons rather than reacting to a perceived health or weight issue. Universities and student unions were reported as influencing behaviour change by only five students. Compared with previous studies, a higher proportion of respondents were pursuing healthier lifestyles, including only 11% reporting they smoked. There were some statistically significant demographic differences as regards alcohol consumption, physical activity, the types of food students were seeking to avoid and the reasons for this. The findings provide a novel perspective on student health behaviour and suggest that the traditional stereotype of a hedonistic student lifestyle freed from family constraints may need to be reassessed. Universities and student unions appear to have a significant opportunity to build on a more health conscious cohort of students, employing targeted approaches where appropriate, to encourage positive health behaviour change and make the Healthy Universities concept a reality, with important public health implications.

FNEE 1 - Assessing SNAP-Ed Program Success Through Teacher Surveys

Objective: To develop a survey to assess satisfaction and perception of implemented intervention success among teachers participating in SNAP-Ed programming. Target Audience: Teachers in eligible schools participating in SNAP-Ed programming. Theory, Prior Research, Rationale: Evaluation of SNAP-Ed programming is vital to ensuring the success of interventions. Teachers in eligible schools are instrumental in the delivery of SNAP-Ed programming in Arkansas, so a survey was developed to assess teacher satisfaction and how they perceived the success of programs. Description: The University of Arkansas, Division of Agriculture, Cooperative Extension Service (UACES) delivered SNAP-Ed programming to 41,038 students in 239 schools across the state in FY17. Teachers assist with program delivery and evaluation of students and parents, so ensuring teachers are satisfied with the program is vital to maintaining their support. An original four-page survey, specific to one curriculum, was refined to a shorter survey in 2010 to assess teacher satisfaction. It was revised again in 2014 to expand it to a second curriculum, and once more in 2015 to make it appropriate for all UACES school-based nutrition education programs. The teacher survey provides an additional evaluation of student and parent behavior change, complementary to parent and student surveys completed with school-based programs. Evaluation: UACES staff review survey responses annually to determine efficacy of questions measuring teacher satisfaction and perception of program success. Questions were modified annually based on survey responses and usefulness of data. Conclusions and Implications: Teacher satisfaction is vital to maintaining their continued support of SNAP-Ed programming. Surveys show that overall, teachers are satisfied with the nutrition education programs. Teachers are able to provide observational data on in-school behavior change, such as children trying and eating more fruits and vegetables. County Agents use survey data to improve the local implementation of the program based on teacher feedback. Funding: Supplemental Nutrition Assistance Program—Education.

Increasing Writing Reports Skills of Fifth Grade Student through Project-Learning Based Methods at Cipinang Muara 06 State Elementary School

Skill of fifth grade student of Cipinang Muara 06 State Elementary School in writing report is still low. This is evidenced by the average scores before giving the action, which is 68.66. The average score of students who are still below the minimum completion criteria is due to poor students in writing sentences in accordance with the correct structure, the sentences are not structured in accordance with the Indonesian Spelling, the selection of standard words is still not quite right. In addition, students have not been able to write a factual report, the written report has not been coherent and has not explained clearly the events observed. In addition, teachers are still applying classical teaching methods with lecturing and assignment methods that are based solely on guidebooks only. This causes students to be less motivated so they have not been able to improve their skills in report writing. Learning to write observational reports made in class makes the students less able to write reports in accordance with the conditions and facts about the things that must be considered in writing the report. The formulation of the problems contained in this study are (1) How the project-based learning method can improve the skills of writing reports to students in fifth grade at Cipinang Muara 06 State Elementary School; and (2) Will the project-based learning method improve the writing skills of the students in fifth grade at Cipinang Muara 06 State Elementary School? The purpose of this study is to describe the process of learning to write observational reports during the use of project-based learning methods, the skills of writing student observation reports after using project-based learning methods, and changes in student behavior after following the learning of writing observation reports through project-based learning methods to students of fifth grade Cipinang Muara 06 State Elementary School. This study uses a classroom action research design. Subjects in this study were fifth grade students that amount 29 students consisting of 15 male students and 14 female students. This study consists of two cycles. Each cycle consists of several stages, namely planning, action, observation, and reflection. Data collection was done using test techniques and nontest techniques. The test technique is used to know the quantitative results. The result is obtained from the test of students' writing skill, while nontest technique is used to collect student activity data during the learning process. Nontest techniques were obtained with observation guides, observations of student and teacher activities, as well as video and photo documentation. The data analysis technique of this research is qualitative and quantitative. The results showed that there was an increase in the process of learning to write observational reports during the use of project-based learning methods. The improvement of the process is evidenced by the result of the students' writing skill skill which increases in cycle I and cycle II, besides the learning of writing the observation report which more smoothly in cycle II and the more conducive classroom atmosphere. The skills of writing observational reports increased after using project-based learning methods. This improvement is seen from the students' learning completeness which reached 51.73% in cycle I and increased by 93.11% in the second cycle with an average value of 82.28. In addition, the increase occurred in the behavior of students after following the study writing observation report. Students are more active in learning because learning is more interesting. Based on the results of the research, the use of project-based learning methods can assist students in writing observational reports because students can put their ideas and ideas into a writing based on observations that have been done directly so as to increase students' writing skills in writing observation reports.

An Examination of the Evidence-Base of School-Wide Positive Behavior Interventions and Supports Through Two Quality Appraisal Processes

Thousands of schools across the United States, and worldwide, implement School-Wide Positive Behavioral Interventions and Supports (SWPBIS). SWPBIS provides a framework whereby teams of educators engage in data-based decision making to select, implement, and monitor a continuum of behavioral supports and build sustainable systems to promote implementation fidelity among school staff. To date, a large body of research supports both the essential practices included in a SWPBIS framework as well as the larger systemic approach. Recently public policy and professional organization guidelines have outlined clear appraisal processes to review the extant literature in an effort to designate interventions as “evidence-based.” This review applied both the What Works Clearinghouse (WWC) and the Council for Exceptional Children (CEC) standards to evaluate existing group experimental design studies of SWPBIS. Results identified five unique, group design studies conducted by four separate research teams. Four of the studies met the WWC design standards “without reservations” and findings from three of those studies were characterized as positive. Outcomes from the reviewed studies indicated that when provided with training in components of SWPBIS, school teams met minimal implementation standards. In addition, schools that met implementation criteria also saw positive changes in school climate, staff perceptions, and/or student behaviors. However, application of the CEC standards resulted with a rating of “insufficient evidence” because none of the five studies met all CEC quality indicators. These studies lacked report of implementation fidelity for the SWPBIS training provided, which was the independent variable. Implications for practice and future research are discussed.

Analysis of student’s scientific attitude behaviour change effects blended learning supported by I-spring Suite 8 application

This article aims to describe the student’s scientific attitude behaviour change as treatment effect of Blended Learning supported by I-Spring Suite 8 application on the material balance and the rotational dynamics. Blended Learning models is learning strategy that integrate between face-to-face learning and online learning by combination of various media. Blended Learning model supported I-Spring Suite 8 media setting can direct learning becomes interactive. Students are guided to actively interact with the media as well as with other students to discuss getting the concept by the phenomena or facts presented. The scientific attitude is a natural attitude of students in the learning process. In interactive learning, scientific attitude is so needed. The research was conducted using a model Lesson Study which consists of the stages Plan-Do-Check-Act (PDCA) and applied to the subject of learning is students at class XI MIPA 2 of Senior High School 6 Surakarta. The validity of the data used triangulation techniques of observation, interviews and document review. Based on the discussion, it can be concluded that the use of Blended Learning supported media I-Spring Suite 8 is able to give the effect of changes in student behaviour on all dimensions of scientific attitude that is inquisitive, respect the data or fact, critical thinking, discovery and creativity, open minded and cooperation, and perseverance. Display e-learning media supported student worksheet makes the students enthusiastically started earlier, the core until the end of learning

Concurrent validity and sensitivity to change of Direct Behavior Rating Single-Item Scales (DBR-SIS) within an elementary sample.

The purpose of this study was to evaluate the concurrent validity, sensitivity to change, and teacher acceptability of Direct Behavior Rating single-item scales (DBR-SIS), a brief progress monitoring measure designed to assess student behavioral change in response to intervention. Twenty-four elementary teacher-student dyads implemented a daily report card intervention to promote positive student behavior during prespecified classroom activities. During both baseline and intervention, teachers completed DBR-SIS ratings of 2 target behaviors (i.e., Academic Engagement, Disruptive Behavior) whereas research assistants collected systematic direct observation (SDO) data in relation to the same behaviors. Five change metrics (i.e., absolute change, percent of change from baseline, improvement rate difference, Tau-U, and standardized mean difference; Gresham, 2005) were calculated for both DBR-SIS and SDO data, yielding estimates of the change in student behavior in response to intervention. Mean DBR-SIS scores were predominantly moderately to highly correlated with SDO data within both baseline and intervention, demonstrating evidence of the former's concurrent validity. DBR-SIS change metrics were also significantly correlated with SDO change metrics for both Disruptive Behavior and Academic Engagement, yielding evidence of the former's sensitivity to change. In addition, teacher Usage Rating Profile-Assessment (URP-A) ratings indicated they found DBR-SIS to be acceptable and usable. Implications for practice, study limitations, and areas of future research are discussed. (PsycINFO Database Record

Gamificação como um processo de mudança no estilo de ensino aprendizagem no ensino superior: um relato de experiência

Debates atuais têm enfatizado a mudança do comportamento discente com relação ao seu processo de aprendizagem. Observa-se que o estudante atual tem a necessidade de informações em um curto espaço de tempo e, por muitas vezes, se dispersam com facilidade em contextos de aulas exclusivamente tradicionais e expositivas. Considerando esse aspecto, o presente trabalho tem o objetivo de relatar a experiência com o uso da gamificação em três turmas de períodos distintos do curso de graduação em Fisioterapia, na tentativa de aproximar o aluno do conteúdo, motivar o aprendizado e tornar o ambiente da sala de aula mais próximo e mais atrativo ao estudante. Ao final das aulas forma aplicados questionários para que o estudante pudesse avaliar a experiência. A avaliação realizada pelos estudantes relacionou-se à relatos de maior motivação, e o despertar do interesse para um aprofundamento maior do conteúdo.

The Eastern Association for the Surgery of Trauma's Injury Control and Violence Prevention Committee's annual distracted driving outreach event: Evaluating attitude and behavior change in high school students.

The National Center for Statistics and Analysis reports at least eight deaths and 1,160 daily injuries due to distracted driving (DD) in the United States. Drivers younger than 20 years are most likely to incur a distraction-related fatal crash. We aimed to determine short- and long-term impact of a multimodal educational program including student-developed interventions, simulated driving experiences, and presentations by law enforcement and medical personnel. A single-day program aimed at teen DD prevention was conducted at a high school targeting students aged 15 years to 19 years old. Students were surveyed before, after, and at 6 weeks. We surveyed age, gender, knowledge, and experience regarding DD. Summary statistics were obtained at each survey time point. Bivariate and multivariable analysis were conducted to assess whether change in responses varied over time points. Multivariable models were adjusted for sex and urban and rural driving. Preintervention, postintervention, and 6-week follow-up surveys were completed by 359, 272 (76%), and 331 (92%) students, respectively. At baseline and 6-week follow-up, the most frequent passenger-reported DD behaviors were cell phone (63% [63% at follow-up) and radio use (61% [63%]). Similarly, the most frequent driver-reported DD behaviors were cell phone (68% [72%]) and radio use (79% [80%]). When students were asked, "How likely are you to use your cell phone while driving?" they answered "never" 35%, 70%, and 46% on the preintervention, postintervention, and 6-week surveys. They were less likely to report consequences to be worse or change in attitude to a great extent at 6 weeks (p < 0.01). Gender and urban or rural driving were not significantly associated with responses. While DD education may facilitate short-term knowledge and attitude changes, there appears to be no lasting effect. Research should be focused toward strategies for longer-term impact. Therapeutic study, level II.

Readiness of Al-Islam and Kemuhammadiyahan (ISMU) Teachers in Implementing 2013 in Junior High Schools

SMP Muhammadiyah subjects Al-islam and Kemuhammadiyah (ISMU) plays a very important role to form insan a character, character and Muslim personality. Because that is the benchmark of the success of this ISMU subject is the main lies in changes in student behavior, attitude (attitude) and mental. ISMU Education which is a mandatory lesson taught in SMP Muhammadiyah must be able to realize what aspired muhammadiyah organization. But please note what is currently done related to teaching ISMU needs to be evaluated from learning to Out put from learning outcomes. The purpose of this study to determine the readiness of ISMU teachers in the implementation of Curriculum 2013 in SMP Muhammadiyah 2 Taman-Sidoarjo in terms of planning, implementation, assessment of learning outcomes. This study uses a quantitative approach. Data collection techniques used are questionnaires, documentation, observation. Meanwhile, the technique of examining the validity of the data used extension of participation, discussion of colleagues, Triangulation. Result of data in terms of learning process planning 76,93%, implementation of learning process 75,25%, and assessment of learning process 76,47% indicate Category Ready with range span (61% -80%).

An Evaluation of Educational Practices Concerning Noise Level and Noise Control in Nursery School: An Action Research

Children are more vulnerable to noise than adults. Because their ability to select and control the acoustic environment is very limited. Today it is known that noisy environments negatively affect especially pre-school children who have incomplete hearing and language development. The aim of this Research is to determine noise levels in nursery classes and to evaluate educational practices for controlling noise. The research is an action research that is conducted with 23 students who are 5-6 years old in a nursery class in a nursery school. The main data of the study are generated from measurements made by decibel meter, observations and interviews. The first measurements established that the noise level at the nursery class was [83.79 dB(A)], which is significantly above the standards. At the end of the education program for reducing noise in nursery school, measurements made with a decibel meter [74.52 dB(A)] indicated that there was almost 10 dB(A) decrease in noise levels. Both interview and observation results also show that noise awareness and sensitivity had some positive influence on student attitudes and behavior changes about noise pollution. In the light of these findings, in order to create tranquil learning environment in schools, it is recommended that noise awareness and sensitivity training should be provided, starting from preschool. Promotion and dissemination of noise educational practices in the nursery school are discussed.