Good School Performance Research Articles

Assessing the educational performance of different Brazilian school cycles using data science methods.

Educational indicators are metrics that assist in assessing the quality of the educational system. They are often associated with economic and social factors suggested to contribute to good school performance, however there is no consensus on the impact of these factors. The main objective of this work was to evaluate the factors related to school performance. Using a data set composed by Brazilian schools’ performance (IDEB), socioeconomic and school structure variables, we generated different models. The non-linear model predicted the best performance, measured by the error and determination coefficient metrics. The heterogeneity of the importance of the variable between school cycles and regions of the country was detected, this effect may contribute to the development of public educational policies.

Stability and Change in Early Social Skills Development in Relation to Early School Performance: A Longitudinal Study of A Swedish Cohort

ABSTRACT Research Findings: This study aimed to investigate the developmental path of social skills in early childhood, the associated predictors, and its impact on later school performance. This prospective longitudinal study included 2,121 children, ages 3–5 at baseline, from the general population in a mid-sized Swedish municipality. Results show both stability and change in social skills. Stable low social skills increased the risk for poor school performance, while stable high social skills increased the chance for good school performance in primary school. With some notable gender differences, both individual and family factors were significant predictors of stable low and stable high paths of social skills during early childhood. Practice or Policy: Whether the goal is to improve children’s social skills or their performance in school, this study provides important clues for prevention. We identified several potential targets for interventions to promote early social skills development, which may in turn promote positive school performance. It is also notable that there seem to be gender differences in which factors are important, indicating the need for gender-differentiated interventions.

Masking Level Difference: Performance of School Children Aged 7–12 Years

Background and ObjectivesIn masking level difference (MLD), the masked detection threshold for a signal is determined as a function of the relative interaural differences between the signal and the masker. Study 1 analyzed the results of school-aged children with good school performance in the MLD test, and study 2 compared their results with those of a group of children with poor academic performance.Subjects and MethodsStudy 1 was conducted with 47 school-aged children with good academic performance (GI) and study 2 was carried out with 32 school-aged children with poor academic performance (GII). The inclusion criteria adopted for both studies were hearing thresholds within normal limits in basic audiological evaluation. Study 1 also considered normal performance in the central auditory processing test battery and absence of auditory complaints and/or of attention, language or speech issues. The MLD test was administered with a pure pulsatile tone of 500 Hz, in a binaural mode and intensity of 50 dBSL, using a CD player and audiometer.ResultsIn study 1, no significant correlation was observed, considering the influence of the variables age and sex in relation to the results obtained in homophase (SoNo), antiphase (SπNo) and MLD threshold conditions. The final mean MLD threshold was 13.66 dB. In study 2, the variables did not influence the test performance either. There was a significant difference between test results in SπNo conditions of the two groups, while no differences were found both in SoNo conditions and the final result of MLD.ConclusionsIn study 1, the cut-off criterion of school-aged children in the MLD test was 9.3 dB. The variables (sex and age) did not interfere with the MLD results. In study 2, school performance did not differ in the MLD results. GII group showed inferior results than GI group, only in SπNo condition.

DIPG-72. LONG-TERM SURVIVAL OF A CLASSIC DIFFUSE INTRINSIC PONTINE GLIOMA TREATED WITH NIMOTUZUMAB

BACKGROUNDLong-term survival in diffuse intrinsic pontine glioma is rare, and typically associated with atypical imaging and/or atypical clinical course. Although most patients harbor hotspot mutations in H3.1/3-K27M, a proportion of patients have alternate mutations, despite a typical clinicoradiological course. Herein we describe a long-term survivor with a classical presentation, treated with nimotuzumab, highlighting the challenges associated with such cases. CASE REPORT: A 5 year old male, diagnose in 2012 with a 10 day history multiple cranial neuropathies and a right hemiparesis. Cranial MRI revealed a poorly delimited diffuse pontine tumor and secondary hydrocephalus. Tumor biopsy was not performed due to the classic clinical presentation, and he received 54Gy/30 of radiation plus concomitant weekly nimotuzumab 150mg/m2. Initial tumor dimensions were 43x31x28mm. Nimotuzumab 150mg/m2 was continued every 2 weeks. Image assessment at week 12 of treatment revealed 16.9% volume increase, 4 weeks after radiotherapy completion. Nevertheless, subsequent neuroimaging at 24th, 36th, 60th, 96th and 108th weeks of nimotuzumab therapy showed a sustained and progressive tumor cytoreduction of 47.5%, 59%, 62.2%, 63.8% and 67%, respectively, when compared with post-radiotherapy dimensions. Currently, the patient is 13y old, good school performance, no neurologic disabilities. The last MRI at 394 weeks of nimotuzumab revealed dimensions of 21x19x14mm which corresponds to 70% of reduction compared with initial volume.CONCLUSIONSOur case of progressive cytoreduction over two years of a classic DIPG, diagnosed in the era prior to the discovery of the K27M mutation, highlights the challenges associated with long-term survival of this devastating entity.

Family and School Predictors of Tobacco Use in Chilean Adolescents Aged 13 - 14: A National Study

Objectives: Adolescent smoking is a major health care concern which calls for a more in-depth study of the factors affecting this pediatric disease. We aimed to determine the prevalence of tobacco use among Chilean adolescents aged 13 - 14 and its association with family and school factors. Methods: This was a cross-sectional analytical study. Data from the Eleventh Chilean National Study of Drugs in the School Population 2015 were used (n = 11,791). School and family variables of parental control were evaluated and analyzed by the chi-Square test and a multivariate logistic regression model. Data were processed with the STATA V. 14.0 software at the α = 0.05 level of significance. Results: The prevalence of tobacco use at some time during life was 36% with onset age of 11.4 ± 3.6 years. Girls smoke proportionally more than boys (40.5% and 31.5%, respectively). Parental monitoring decreased use and acted as a protective factor (OR: 0.41, 95%CI: 0.375 - 0.468); likewise for good school performance (OR: 0.52, 95%CI: 0.475 - 0.584). In turn, running away from school raises the risk of smoking (OR: 2.34, 95%CI: 2.03 - 2.72). Conclusions: There is a feminization of cigarette use, and the risk of cigarette smoking increases considerably among adolescents who run away from school. However, parental control and school performance are powerful protective factors against early tobacco use.

Quality of Life of Hearing-Impaired Middle School Students: a Cross-Sectional Study in Hubei Province, China

To assess the self-perceived quality of life of in middle school student with hearing impairment and identify the social-demographic and clinical factors those influence their quality of life in Hubei Province, China. A school-based, cross-sectional study was conducted in Hubei Province. Using stratified sampling method, 437 middle school students diagnosed with hearing impairment, aged 12-18 years, in special school setting were enrolled in the study. The Quality of Life Scale for Children and Adolescents (LSCA) was used for data collection. Data was analyzed using descriptive and inferential statistics at the significance of p < 0.05. The quality of life of participates calculated to be 132.43 ± 15.19, and no significant differences were found in the overwhelming majority subscale and whole scale between students with hearing impairment and their normal hearing peers. Good peer relationships (β = −6.32, p < 0.001) and school performance (β = −3.58, p < 0.001) were significantly associated with a better quality of life. Moreover, receiving hearing rehabilitation was also significantly associated with a better quality of life (β = 2.81, p < 0.001). Overall, students with hearing impairment reported similar quality of life to their normal hearing peers. The findings contradicted with the hypothesis that hearing impaired students could have poorer quality of life compared with their normal hearing peers. Promoting peer relationship and school performance may be conducive to the improvement of quality of life in hearing impaired students.

Anal tear in a girl due to the penetration of a dog's penis. Unusual case report

We present the case of a six year and two months old girl who showed a large anal tear, attributed to the penetration of pet dog's penis. After several interviews with the child, as well as her parents, the paediatric psychiatrist assessed the account of events as authentic, understanding by that her narration of events approaches to the subject's truth. According with the guidelines the patient was discharged home with strict follow up by her paediatrician. The girl continued to be followed up by the same paediatrician for eight years. Currently, she is 14 years and 3 months old, without any pathologies and a good school performance. A new evaluation by a psychiatrist not involved with the healthcare team, confirmed the diagnosis of anal tear due to the penetration of the pet's penis.The present report is the third in the literature regarding anal lesions in children caused by the penetration of a dog penis. It is the one at a youngest age and the first on a girl. It concerns a truly rare situation, but it still should be taken into account when the mechanism is alleged. The seriousness of overlooking child abuse, as well as a potential wrong diagnosis, are indications for thorough initial physical and psychosocial evaluations.

Comparative study between school and motor performance in children aged 6 to 11 years according to teachers’ perceptions

Abstract Introduction: Motor skills are enlarged during schooling age, with possible relation between motor and school performance. Objective: Compare motor skills of children with good and poor school performance, according to the teacher’s perception in the classroom. Method: School children aged 6 to 11 years were divided into two groups; poor school performance (PSP) and good school performance (GSP) and evaluated using the Motor Development Scale (MDS). The chronological age, general motor age and the motor quotient of each area evaluated were compared between the groups using the Mann-Whitney Test. The Chi-square test was used to associate the motor performance classification and the school performance. Results: Chronological age was similar between groups, although the general motor age was smaller in the PSP. The general motor quotient and the motor quotients in the areas of body scheme, spatial and temporal organization were significantly smaller in PSP. Most children were classified by the MDS as Low Normal or Medium Normal motor skills in both groups; however in the GSP, 27.5% of the children had a High Normal or Superior motor development and only 2.5% were classified as Very Inferior or Inferior. In the PSP, 12.5% had a Very Inferior or Inferior performance and only 6.25% had a High Normal or Superior performance (p &lt; 0.05 - chi-square test). Conclusion: Results show a direct connection between poor school performance and motor skill difficulties, which illustrates the relation between motor and cognitive skills.

Prevalence of Violence among High School Students in Hat Yai Municipality, Southern Thailand: ICAST-CI Thai Version Study

Objective: To determine the prevalence and risk factors of school violence among Thai high school students usinga Thai version of the International Society for the Prevention of Child Abuse and Neglect (ISPCAN) Child AbuseScreening Tool-Children: Institute Version (ICAST-CI).Material and Methods: A cross-sectional study was conducted at two high schools in Hat Yai municipality, Songkhla, southern Thailand with 480 students. Univariate logistic regression analysis was used to assess the risk factors associated with school violence.Results: Overall, 88.8% of the students reported experiencing violence at school in their lifetimes. The prevalences of psychological, physical and sexual violence were 84.0%, 66.9% and 30.6%, respectively. The most commonly reported violence patterns among each form of violence were swearing (87.8%), slapping on hand/arm (66.4%), and showing pornography (67.3%), respectively. Students with good school performance tended to report psychological violence [odds ratio (OR)=3.03, 95% confidence interval (CI)=1.13-8.07] whereas students aged &gt;15 years were less likely to report physical violence (OR=0.47, 95% CI=0.31-0.71). Sexual violence was reported more among male students (OR=1.71, 95% CI=1.12-2.61) and students aged &gt;15 years regardless of gender (OR=1.58, 95% CI=1.04-2.39). Students were more likely to be reported as a perpetrator than teachers in most patterns of violence.Conclusion: The prevalence of school violence among high school students in Hat Yai municipality, southern Thailand, is significant. and the patterns of violence are similar to other ICAST-CI studies. Violence at school should be recognized as a serious problem, and preventive measures should be implemented nationwide.

Lectura y comprensión lectora mediante las tecnologías de la información y comunicación en educación básica

Reading plays an important role in the integral development of students, strengthening and enhancing their abilities of interpretation, understanding and basic communication skills for good school performance. The study sought to strengthen reading and reading comprehension through Information and Communication Technologies (TIC) in basic education. With a qualitative methodological design under the participatory action research (IAP) model, the data collection techniques used were the participant observation and the field diary. There were one hundred twenty-nine (129) participants from the Francisco de Paula Santander educational institution, José Maria Córdoba headquarters. The results of the observation showed weaknesses in the reading and reading comprehension processes, omitting and confusing letters, low verbal fluency and lack of interest in reading, for which the teachers designed pedagogical strategies based on ICT to solve this problem.

The Relationship between Attachment, Stress and Academic Success in Albanian Students

Abstract Stress is a serious obstacle for a good school performance. For this reason a considerable number of studies have been conducted. Meanwhile, attachment is considered as a basic borned biological system (Siegel, 2001). There is a correlation between stress and attachment according to the studies. When it comes to student academic success, the methods to measure it are varied. One of the most commonly used is the average. Likewise, even when the relationship between the average of results and stress was considered, a correlational relationship was found, between academic success and appeasement. These study researches, as will be discussed below, are carried out in different contexts. But results for this topic in the Albanian context do not yet exist. Therefore, the aims of this study are to shed light on a topic that is still unexplored in the Albanian context. It was extended to six public Albanian Universities, as follows: Tirana University, Aleksander Moisiu University Durres, University “Alkesander Xhuvani” Elbasan, University “Fan S.Noli” Korça, University “Ismail Qemali” Vlora, University “Luigj Gurakuqi” Shkodra.The number of students who underwent on this study, was 1502. The dispersed material was the questionnaire through which the students arithmetic average for the first semester of that academic year, the type of attachment (based on Attachment Style Questionnaire built by Feeney) and the level of stress (based in the Academic Stress Scale built by Rabani).

Comportamentos de risco relacionado com o consumo de substâncias psicoativas em crianças e jovens da cidade de Lisboa

Objetivo: Caracterizar el comportamiento de riesgo de las sustancias psicoactivas en una población juvenil de Lisboa.&lt;br /&gt;Método: Estudio observacional, descriptivo y transversal. Los participantes fueron 113 niños y jóvenes quienes respondieron a la versión en portugués del Cuestionario de Riesgo y Comportamiento de la Salud - Youth Risk Behavior Survey.&lt;br /&gt;Resultados: Los participantes con respecto a la edad tenían entre 9-13, la mayoría de 5º grado de escolaridad, vivían con sus padres, tenían un buen rendimiento escolar, buena relación con los colegas aunque ¼ refería problemas. Cuando están preocupados, recurren a la madre, pero es significativa la atención de los padres. En cuanto a la prueba de sustancias psicoactivas se encontró: 9,7% de tabaco, 19,5% de alcohol, otras sustancias 5,3%.&lt;br /&gt;Conclusión: En relación con el comportamiento de riesgo destaca principalmente la ingesta de alcohol antes de tiempo. Surgieron como factores de protección: las relaciones familiares y la relación con el espacio escolar. Este grupo de edad puede constituir el momento ideal para la prevención.&lt;br /&gt;&lt;br /&gt;

Evaluation of speech in noise abilities in school children

This study aimed to analyze the perception of speech in noise in children with poor school performance and to compare them with children with good school performance, considering gender, age and ear side as variables.The intelligibility of speech was evaluated in school children utilizing the Brazilian Hearing in Noise Test (HINT) in the situations of quiet (Q), Left ear competitive noise (NL), Right Ear Competitive Noise (NR), as well as the global average of other hearing situations, denominated Noise Composite (NC). Ninety seven school children between the ages of 8 and 10 were recruited in five schools of São Paulo-Brazil; the control group (CG) consisted of 54 students (23 male/ 31 female) without language and/or speech difficulties and good school performance, and the study group (SG) consisted of 43 students (28 male/ 15 female) identified by their teachers as having poor school performance.The variables gender and ear side did not interfere in speech perception. The age variable influenced only the CG. The SG had worse performance than the CG in the Q, NF and NC conditions. NF was the most difficult for both groups.The perception of speech in noise was the worst in children with poor school performance. The variables gender and ear side did not interfere in speech perception. The age group variable influenced the performance of the group of children with good school performance, demonstrating a better ability in older children. The speech perception in noise ability is more difficult for both groups when the noise affects both ears.

The associations between internet use time and school performance among Korean adolescents differ according to the purpose of internet use.

Although overuse of the internet has been suggested to be related to poor academic performance, the effects of internet use for education on academic performance showed conflict results in previous studies. Accordingly, the associations of school performance with internet use for study and for general purpose were explored in a large population of Korean adolescents. Cross-sectional data from the 2013 Korean Youth Risk Behaviour Web-based Survey (KYRBWS) were retrieved for 59,105 12- to 18-year-old adolescents. The associations between school performance and internet use were analysed using multinomial logistic regression with complex sampling. Days of physical activity, sex, obesity, region of residence, income level, parental education level, stress, sleep time, smoking, alcohol consumption, drug use, and total study time were recorded and adjusted for as confounders. Higher school performance was positively associated with longer internet use for study (adjusted odds ratio, AOR, of 2+ h [95% confidence interval] = 2.43 [2.10–2.82], 2.02 [1.78–2.30], 1.66 [1.46–1.89], and 1.30 [1.15–1.47] for performance groups A, B, C, and D, respectively, P < 0.001) but negatively associated with longer internet use for general purpose (AOR of 3+ h [95% confidence interval] = 0.68 [0.60–0.78], 0.85 [0.76–0.94], 0.83 [0.75–0.92], and 0.98 [0.89–1.08] for performance groups A, B, C, and D, respectively, P < 0.001). Higher school performance significantly positively correlated with internet use for study but negatively correlated with internet use for general purpose. Academic use of the internet could be a means of achieving good school performance.

Iodine Deficiency Disorder and Its Association with Academic Performance Among Children in Jimma Town, Southwestern Ethiopia

Nutritional status is the major factor that can affect academic performance of school children. The main aim of this study was to determine the association between iodine deficiency disorder and academic performance among school age children. Both community & school based cross sectional survey was conducted from October 1-30, 2010. A total of 1254 students, aged 6-12 years, were selected from five primary schools using systematic random sampling method. Goiter examinations and urine iodine test was done to diagnose goiter. Spot urine samples were collected to determine median urinary iodine level and anthropometric measurements were done. In this study, 1,254 children were included; 674 (53.7%) were males. Average academic score of students for both sexes was 71.13%. Majority of students 349 (71.2%) who had goiter scored below average (p=0.01). High median urinary iodine level [AOR=0.38; 95% CI (0.190,0.489)]; high height-for-age z-score [AOR=5.023; 95% CI (3.317,7.607)]; and high weight-for-age z-score [AOR=3.214; 95% CI (2.091,4.941]) were significantly associated with good school performance. Iodine deficiency disorder is a significant health problem among schoolchildren in the study area. Strengthening salt iodization program is a preventive measure.

Trayectoria escolar y selección universitaria: comportamiento del ranking como factor de inclusión a la educación superior

Haciendo uso de las bases de datos del Proceso de Admisión a la Educación Superior en Chile del año 2013, se analiza el comportamiento que tienen los componentes de Trayectoria Escolar (NEM y Ranking) y puntajes PSU (Matemáticas y Lenguaje) con base a las variables de segmentación socioeducativa de los postulantes. No obstante ambos factores estar en teoría alineados con el currículum, las puntuaciones informan de una reducida correlación entre ellos. El objetivo es explorar y analizar la distribución de los puntajes que obtienen los postulantes en los diferentes factores de selección con base a sus características socioeconómicas y educativas, además del impacto que tiene la incorporación del Ranking de Notas en la diversificación e inclusión de la población de estudiantes que anualmente participa de los procesos de selección. Los componentes trayectoria escolar, en especial el Ranking que establece la posición relativa del alumno dentro de su respectivo establecimiento, presentan distribuciones menos sesgadas y con mayor concentración hacia más altos puntajes en comparación a los del componente PSU, y se evidencian menos influenciados por variables sociofamiliares o económicas. El Ranking, como expresión del buen desempeño escolar, el esfuerzo y dedicación al estudio por parte del alumno, compensa los indeseables sesgos de selección haciendo más inclusiva la opción universitaria, cuyos efectos en la modificación del perfil del alumno seleccionado dependerá de la valoración que asigne la institución universitaria a la trayectoria escolar, en detrimento del tradicional componente PSU.

Evaluación del rendimiento académico con la complementación de merienda escolar: Caso Honduras 2016-2017

El presente trabajo se centró en un estudio de la efectividad de acciones como la merienda escolar realizadas en pro del mejoramiento de la calidad de educación principalmente en la población más desprotegida y de menos recursos económicos. En este sentido Honduras desde hace ya más de una década cuenta con el programa de Alimentación Escolar antes llamada “merienda escolar”, cuyos resultados en cuanto a rendimiento académico se han evaluado muy poco. Las principales conclusiones del estudio fueron: La alimentación escolar contribuye a que los niños sean saludables y estén bien educados, pero su impacto depende de la disponibilidad de una educación de calidad. La alimentación escolar ayuda a las familias a asegurarles una educación a sus hijos, especialmente a sus niñas, quienes a menudo tienen un menor acceso a educación. Los programas de alimentación escolar promueven el desarrollo del capital humano a largo plazo y ayudan a romper los ciclos intergeneracionales de pobreza y hambre. Y el buen rendimiento escolar determina a largo plazo la entrada segura al sector económico y productivo, lo que permite que las personas salgan del círculo de desigualdad y pobreza. Por esta razón, se debería asegurar a los estudiantes las herramientas necesarias para lograr dicho rendimiento, teniendo en cuenta que el futuro está en la población joven.

Protective Effects of Adolescent–Adult Connection on Male Youth in Urban Environments

PurposePositive adult connection has been linked with protective effects among U.S. adolescents. Less is known about the impact of adult connection across multiple health domains for youth in low-resource urban environments. We examined the associations between adult connection and school performance, substance use, and violence exposure among youth in low-resource neighborhoods. MethodsWe recruited a population-based random sample of 283 male adolescents in Philadelphia. Age-adjusted logistic regression tested whether positive adult connection promoted school performance and protected against substance use and violence exposure. ResultsYouth with a positive adult connection had significantly higher odds of good school performance (odds ratio [OR], 2.8; p < .05), and lower odds of alcohol use (OR, .4; p < .05), violence involvement (OR, .3–.4; p < .05), and violence witnessing (OR, .3; p < .05). ConclusionsPromoting adult connection may help safeguard youth in urban contexts. Youth-serving professionals should consider assessing adult connection as part of a strengths-based approach to health promotion for youth in low-resource neighborhoods.

A IMPORTÂNCIA DA FAMÍLIA JUNTO À ESCOLA NO APRENDIZADO FORMAL DAS CRIANÇAS

The present study aimed to analyze the role of the family in regard to the learning of children in the school environment to occur in their physical, cognitive and social development. It is also intended to analyze and point out the benefits of family intervention in the education of their children and the preposition of some actions to strengthen this relationship and after contribute to the integral formation of children. Through this research can be seen that the family-union school becomes essential for the proper development of the child in their school life and generates enrichment in the teaching learning since both have the same goal, for it is through good school performance of children that favors the acquisition of knowledge that provide skills and skills for citizenship

Psychological and psychobiological stress in the relationship between basic cognitive function and school performance. [El estrés psicológico y psicobiológico en la relación entre funcionamiento cognitivo básico y rendimiento académico

This study analyses the role played by daily stress, assessed through self-report and at the psychobiological level, in relation to basic cognitive function when predicting school performance. The sample com- prised 100 schoolchildren (55 girls and 45 boys, age range 8 to 11 years) from a state school in the city of Malaga (Spain). Daily stress was assessed through the Childrens Daily Stress Inventory (IIEC in Spanish; Trianes et al., 2009). Psychobiological stress was measured through the corti- sol/DHEAS ratio, derived from saliva samples taken in the morning on two consecutive days. Basic cognitive skills were assessed by means of the Computerized Cognitive Assessment System (CDR battery; Wesnes et al., 2003, 2000). Finally, the measure of school performance was the mean val- ue of the final grades recorded in the childs school report. In addition to descriptive and correlational statistical analyses, multiple regression analyses were conducted in order to assess the model. The results show that chil- drens daily stress self-reported contributes to predict school performance, and has proven to be more influential than basic cognitive function when it comes to predict school performance. Therefore, in order to achieve good school performance, a pupil not only requires good basic cognitive func- tion, but must also present low levels of self-reported daily stress. These findings suggest a new way of explaining and predicting school failure.