Poor Academic Achievement Research Articles

Determination of mental status of the university students and related risk factors

Abstract University time is one of the most challenging periods of a person’s life. It’s also peak period of many mental illnesses. Mental disorders are the most important cause of disability in people aged 10-24 and contribute to 45% of the disease burden. The aim of this study is to determine the frequency of mental illness of university students in the research population and to assess the possible risk factors. This study is a cross-sectional study. 345 students systematically selected by population weighting method were included in the study. Dependent variable of the study is depression, generalized anxiety, bipolar disorder and presence of psychotic symptoms. Mental disorders were evaluated using the CIDI and the DSM-5 Oriented Diagnostic Interview Form. 30.1% of the students had depression, 25.2% had generalized anxiety disorder, 9% had bipolar disorder and 2.9% had psychotic symptoms. The mean age of the participants is 20.4 ± 1.6. According to the binary logistic regression analysis, mother with mental problems, sexual abuse, person with special needs in family, pessimistic personality were found as risk factors for depression. Female gender, stay in a dormitory, poor economic condition of the family, mother with mental problems, alcohol/substance use of parent, pessimistic personality, lack of confidence were risk factors for generalized anxiety disorder. Alcohol use was risk factor for bipolar disorder. Poor academic achievement, having the family excluded by society were risk factors for psychotic symptoms. Average income level was a protective factor for bipolar disorder. Approximately one out of every 3 students use alcohol, and one out of every 20 students found to be at risk by using drugs. The incidence of mental disorders in university students is high. Many factors play a role in the emergence of mental problems. Early recognition of mental disorders, effective control and intervention studies are highly valuable in universities. Key messages The social negative attitude developed against psychiatric diseases and patients has a direct effect on the prevention, early recognition and treatment of mental disorders. University students should be seen as a risky group for substance use, policies should be developed to prevent substance use at universities immediately.

INFLUENCE OF PARENTAL LEVEL OF EDUCATION ON THEIR INVOLVEMENT IN PRE-SCHOOL CHILDREN’S EDUCATIONAL ACTIVITIES IN SIKALAME ZONE, SIAYA COUNTY, KENYA

Parental involvement in pre-school education still remains questionably low when it comes to promoting pre-school children’s education amidst the diverse family backgrounds in the current generation. Parents have shown mild and inconsistent involvement in their children’s educational activities leading to poor academic achievement. Sikalame zone which is the location of this study has been facing challenges of low community and parental involvement which has contributed to the neglect of early childhood development centers. The study therefore aimed at finding out the extent of parental involvement in pre-school activities and establishing the influence of parents’ level of education on their involvement in pre-school activities. The study was guided by Joyce Epstein theory of parental involvement. Descriptive research design was adopted for this study. The study had a target population of 42 preschool teachers and 450 parents with preschool children in Sikalame zone. All the teachers of the selected pre-schools were involved in the study. A simple random sampling technique was carried out to select 90 parents who were included in the sample, resulting to a total sample size of 126 respondents. Questionnaires for both teachers and parents were used to collect data. Collected data was analyzed both qualitatively and quantitatively. The analyzed data were presented using bar-graphs, tables and pie charts. Findings revealed that majority of parents did not get involved in their children academic activities and rarely assisted their children with homework implying that parents were not fully engaged in their children’s education. The chi-square test results showed that the level of involvement in the children’s education had significant association with parent’s level of education. The study concluded that parents’ level of education influenced their involvement in preschool education in Sikalame zone. The study recommended that there is need for the preschool administrators to provide some form of training to parents, so that their involvement will have a meaningful impact on the children’s development. Article visualizations:

Parental involvement for better education: The relationship between parental awareness, emotional support, and children’s academic achievement at secondary level

Students’ academic achievement greatly influenced by their parents’ socioeconomic status and involvement in their academic life. Regardless of the parents’ educational qualifications, their support helps the children gain confidence in education and then in life. This study intends to see the relationship between two independent variables: parental awareness and emotional support to children and one dependent variable: academic achievement. The study area is Jafarabad, a district in Balochistan, Pakistan. The sample size was 250, designated using the Taro Yamani formula, and a simple random sampling technique was used to choose the respondents. The questionnaire was then used to collect information. The collected data was then coded and analyzed in SPSS. Pearson correlation test was used to test the hypotheses. Significant findings show that the lack of parental awareness and interest in student’s school activities is the primary cause of their poor academic achievement at secondary school. Accordingly, the study concludes that it is the primary responsibility of parents to support their children and cooperate with school administration emotionally. Therefore, the government, specifically the district education office, and local NGOs need to run awareness campaigns on the importance of parental involvement in the children’s education, which will result in the children’s excellent academic achievement.

Pattern of ocular morbidity in school children and its association with academic achievement

Background: Ocular morbidity describes any eye disease regardless of resultant visual loss. India is plagued by ocular morbidities in school going children. Refractive error is considered to be the major cause of visual impairment. The objectives of the present study were to compare the pattern of ocular morbidity in urban and rural school children, to study the association of academic achievement with ocular morbidity in study population and to suggest appropriate recommendations for addressing the problem of ocular morbidity in school children.Methods: A cross sectional study was conducted in the 9 primary and 5 junior high schools of field practice areas of Rural Health Training Centre and Urban Health Training Centre respectively, under Jawaharlal Nehru Medical College, Aligarh Muslim University, Aligarh from September 2005 to August 2006.Results: Prevalence of ocular morbidity in the present study was 23.3%. Maximum prevalence of 28.7% of ocular morbidity was seen in the age group of 14-16 years. Prevalence of ocular morbidity was found to be 100 (51.6%) in males and 64 (40.1%) in females. 29.3% of the 164 school children having ocular morbidity showed poor academic achievement compared to 18.7% of the 541 children not having ocular morbidity and the association was found to be statistically significant.Conclusions: Refractive error was one of the major causes of ocular morbidity among school going children but most of them were of mild degree. Ocular morbidity was found to affect the academic achievement of school going children.

Rescue from Stx2-Producing E.coli-Associated Encephalopathy by Intravenous Injection of Muse Cells in NOD-SCID Mice.

Shiga toxin-producing Escherichia coli (STEC) causes hemorrhagic colitis, hemolytic uremic syndrome, and acute encephalopathies that may lead to sudden death or severe neurologic sequelae. Current treatments, including immunoglobulin G (IgG) immunoadsorption, plasma exchange, steroid pulse therapy, and the monoclonal antibody eculizumab, have limited effects against the severe neurologic sequelae. Multilineage-differentiating stress-enduring (Muse) cells are endogenous reparative non-tumorigenic stem cells that naturally reside in the body and are currently under clinical trials for regenerative medicine. When administered intravenously, Musecells accumulate to the damaged tissue, where they exert anti-inflammatory, anti-apoptotic, anti-fibrotic, and immunomodulatory effects, and replace damaged cells by differentiating into tissue-constituent cells. Here, severely immunocompromised non-obese diabetic/severe combined immunodeficiency (NOD-SCID) mice orally inoculated with 9 × 109 colony-forming units of STEC O111 and treated 48 h later with intravenous injection of 5 × 104 Muse cells exhibited 100% survival and no severe after-effects of infection. Suppression of granulocyte-colony-stimulating factor (G-CSF) by RNAi abolished the beneficial effects of Muse cells, leading to a 40% death and significant body weight loss, suggesting the involvement of G-CSF in the beneficial effects of Muse cells in STEC-infected mice. Thus, intravenous administration of Muse cells could be a candidate therapeutic approach for preventing fatal encephalopathy after STEC infection.

Self-reported hearing impairment among Greenlandic adolescents: Item development and findings from the Health Behaviour in School-aged Children study 2018

ObjectivesEar infections are the leading cause of hearing impairment among children worldwide and a major public health problem in many indigenous populations, yet representative studies of self-reported hearing impairment are currently scarce. The purpose of the present study was therefore two-sided; first to develop an item bank for the collection of data on hearing impairment among Greenlandic adolescents, and second to report data on the child reports on hearing impairment from a national questionnaire-based survey. MethodsThe study describes the process of developing items measuring hearing impairment among schoolchildren, and reports data for their inclusion into a national questionnaire survey. The data formed part of the Health Behaviour in School-aged Children (HBSC Greenland) 2018 survey including 2,273 students, corresponding to 47.6% of all Greenlandic schoolchildren in the age range from 10 to 16 years. Data analyses performed describe the data characteristics and the frequency of self-reported hearing impairment among Greenlandic schoolchildren. Binary logistic regression examined the associations of hearing impairment on school-related (risk) factors and self-rated health. ResultsAn average of 4% reported experiencing ear pain almost daily, and almost 10% reported ear pain at least weekly. Moreover, 3% reported having inflammation in the ear at least weekly, and 5% reported to have such impaired hearing that they were not at all able to follow what happened in school. Logistic regression showed that girls had significantly higher odds of low self-rated health, poor school environment and academic achievement below average when they had experienced impaired hearing. All ORs were statistically significant, varying from 1.85 (95% CI: 1.16–2.94) for low self-rated health, to 3.05 (95% CI 1.83–5.11) for feeling pressured by schoolwork. For boys the only significant association with impaired hearing was an academic achievement below average of 1.73 (95% CI 1.08–2.77). ConclusionsThe study confirms clinical knowledge and case studies that there are a significant proportion of Greenlandic adolescents who have experienced impaired hearing. Future studies may use questionnaire data to follow up on children with hearing impairment to be able to report changes over time and associations to school-related and social factors.

Worldwide Orphans' Toy Library is mitigating the effects of poverty through play in early childhood

Background: Children who live in extreme poverty (less than $2USD/day) and children who reside in orphanages are at-risk for developmental delays. These delays, when not addressed, carry forward into poor academic achievement. Haitian children are at high-risk for delays, with 59% of the population living on less than US$2/day. A USAID early grade reading assessment found that 75% of children at the end of first grade and nearly half of students finishing second grade could not read a single …

Association between premorbid neuropsychological conditions and pediatric mild traumatic brain injury/concussion recovery time and symptom severity: a systematic review.

The objective of this review was to identify associations between premorbid neuropsychological conditions and pediatric mild traumatic brain injury/concussion recovery time and symptom severity. There is a lack of evidence-based clinical guidelines for the care of children with a premorbid neuropsychological condition who have sustained a mild traumatic brain injury, also known as concussion. This necessitates inquiry for any associations that may exist, which may contribute to an enhanced understanding of injury recovery patterns. Participants included children ages six through 18 years with any diagnosed or self-reported premorbid neuropsychological condition(s) and mild traumatic brain injury/concussion. Participants with concomitant intracranial or extra-axial head injury found on diagnostic imaging were excluded. Outcomes for this review included recovery time or symptom(s) severity post-concussion. Studies considered for review were analytical observational studies, including retrospective, prospective, cross-sectional or longitudinal cohort studies or case-control studies, as well as descriptive observational study designs, including case series, individual case reports and descriptive cross-sectional studies. A comprehensive search was undertaken in January 2018 for both published and unpublished studies utilizing an a priori protocol. Major databases searched included CINAHL, Embase, PubMed, Psychology and Behavioral Sciences Collection and PsycINFO. Other sources searched for unpublished and gray literature included the Cochrane Central Register of Controlled Trials, ClinicalTrials.gov, Google Scholar, ProQuest Dissertations and Theses Global: Sciences and Engineering Collection and MedNar. Additional searches of government websites and reports targeting healthcare or sports-related concussions included Australian Sports Commission, Canadian Institutes for Health Research, the National Health Service of the United Kingdom, the U.S. Department of Health and Human Services: Agency for Healthcare Research and Quality, and the U.S. Department of Health and Human Services: Centers for Disease Control and Prevention. Critical appraisal and data extraction were completed by two independent reviewers. Validation of methodologic quality was performed utilizing standardized tools from the Joanna Briggs Institute, and any disputes were resolved through discussion. Due to significant heterogeneity among studies, a meta-analysis could not be conducted. Therefore, extracted data are reported in a narrative synthesis. A total of 12 studies (one analytical cross-sectional, two case-control and nine cohort) with 2,973 participants met inclusion criteria. Results of the findings among premorbid conditions varied. However, statistically significant associations with prolonged recovery or increased symptom severity were identified in children with pre-concussion histories of learning disabilities or poor academic achievement; anxiety, depression, mood disorders or other psychiatric illnesses; prior head injuries; somatization (in females); sleep disorders (in males); and the presence of multiple neuropsychological conditions. Due to heterogeneity among studies and limitations of the review, findings suggest that clinicians providing post-concussive care may consider the presence of premorbid neuropsychological conditions, specifically learning disabilities or poor academic achievement; anxiety, depression, mood disorders or other psychiatric illnesses; prior head injuries; somatization; sleep disorders; or the presence of multiple neuropsychological conditions as potential contributors to prolonged recovery times or increased symptom severity in children and adolescents with mild traumatic brain injuries.

Causes of depression among university students and its effects on their academic life in Kwame Nkrumah University of Science and Technology, Kumasi, Ghana

Introduction: This article discusses the causes of depression among university students and how it affects their academic life. It also looks at how students understand and define the concept of depression since research evidence points to the fact that arriving at a consensual definition for depression can be difficult due to the varying experiences among individuals influencing its definition. Methods: Data was collected through in-depth interviews with undergraduate students in the Kwame Nkrumah University of Science and Technology (KNUST) Faculty of Social Sciences and review of various literatures on depression. Findings: The study revealed that majority of the students viewed depression as a long period of sadness where one feels hopeless and worthless; few viewed depression as a long period of sadness and isolation. Students understood the concept based on their personal experiences. It also indicates that loss of a loved one, financial crisis and unmet expectations in their academic work were the causes of depression among university students. It also confirmed that depression affects students’ academic life in a number of ways which includes inability to study and poor academic achievements. Conclusion: The study concludes by acknowledging that students are able to cope with their depression on their own, yet it recommends that the counseling unit of the university be made easily approachable and strengthened, students encouraged to seek guidance and counseling.

Associations Between Dietary Intake Patterns, Cognition and Academic Achievement in 3rd and 4th Grade Children from the Fueling Learning Through Exercise Study (P04-096-19)

ObjectivesEvidence on associations between dietary patterns and academic outcomes is limited. This study examined relationships between dietary pattern, cognitive performance and academic achievement in a diverse sample of children. MethodsReported intake of food groups [fruits, vegetables, sweet and salty snacks, sugar-sweetened and unsweetened beverages], dietary patterns (healthful and unhealthful), cognitive measures (Digit Span and Stroop test) and academic achievement (standardized test scores) were obtained from 3rd and 4th grade urban schoolchildren. Multiple Poisson and multiple linear regression were used to test associations between cognitive scores and diet. Multiple ordered logistic regression was used to assess associations between academic achievement and diet. Potential confounders (age, sex, BMI z-score, race/ethnicity, English language learner status, individualized education plan enrollment, physical activity and parent education level) were included in all models. ResultsThe sample included 868 children (56.7% girls; 33.2% Non-Hispanic white, 26.2% Hispanic, 17.1% multiracial/other, 8.3% Non-Hispanic black; 40.5% overweight/obese). The most frequently consumed foods were fruits and sweet snacks (1.9 and 1.6 servings per day, respectively). There were no statistically significant associations between diet and cognitive test scores. Greater intake of unhealthful food groups (sweet snacks, salty snacks and sweetened beverages) was associated with lower math (OR = 0.91, CI [0.84, 0.98], P = 0.014) and English standardized test scores (OR = 0.87, CI [0.80, 0.94, P = 0.001). Greater intake of sweet snacks and fruits was associated with lower English scores (OR = 0.72, 95% CI [0.59, 0.88] P = 0.001; and OR = 0.75, 95% CI [0.72, 0.94] P = 0.003, respectively). ConclusionsUnhealthful dietary patterns were associated with poorer academic achievement. Further research can shed light on unexpected associations between fruit consumption and achievement. Policies targeting multiple dietary components may positively influence child academic achievement and development. Funding SourcesEunice Kennedy Shriver National Institute of Child Health & Human Development, National Institutes of Health and the Boston Foundation. Supporting Tables, Images and/or Graphs▪▪▪

Pathway of the Association Between Child Poverty and Low Self-Esteem: Results From a Population-Based Study of Adolescents in Japan.

Child poverty leads to various negative consequences, including low self-esteem, which is a risk factor for mental illness, suicide, or poor academic achievement. However, little is known about why child poverty leads to low self-esteem. We aimed to elucidate the association of child poverty and low self-esteem based on the ecological model, which includes family-level, school-level, and community-level factors. Data were obtained from the Adachi Child Health Impact of Living Difficulty (A-CHILD) study in 2016, and participants included 1,652 children in fourth grade (534 pairs), sixth grade (530 pairs), and eighth grade (588 pairs) living in Adachi City, Tokyo, Japan. A questionnaire survey was implemented to assess child poverty, parental mental health, parental involvement with children, parental social capital by caregivers, and self-esteem and school social capital by children. The structural equation model was applied to elucidate the association between child poverty and low self-esteem, using family-level (parental mental health and parental involvement with children), school-level (school social capital), and community-level (parental social capital) factors. Child poverty was associated with low self-esteem. Child poverty leads to poor parental involvement, which can be indirectly associated with poor parental mental health and poor parental social capital, and poor parental involvement was directly or indirectly associated with low self-esteem through poor school social capital. To mitigate the impact of child poverty on low self-esteem, comprehensive health policies targeting family-level (parental mental health and parental involvement with children), school-level (school social capital), and community-level (parental social capital) factors may be effective.

Are performance–avoidance goals always deleterious for academic achievement in college? The moderating role of social class

Abundant research has shown that the endorsement of performance–avoidance goals in academic contexts is associated with negative outcomes, including poor academic achievement. The present study tests students’ social class as a moderator of the relationship between performance–avoidance goals and achievement. Two hundred thirty students (106 lower-class students and 124 upper-class students, Mage = 18.57, SD = 1.28) were asked to report the highest academic degree obtained by their mother and father and complete a performance–avoidance goal scale. Participants’ initial academic level was measured. In addition, depending on the condition, they were led to believe they had great (vs. poor) chances to succeed at the university. They then solved Advanced Progressive Matrices measuring their achievement. As expected, performance–avoidance goals negatively predicted achievement only for lower-class students, and this moderation mainly appeared for high academic achievers. The manipulation of the success versus failure expectancies did not moderate the effect. These results confirm that the adoption of performance–avoidance goals would be especially deleterious for lower-class students who succeed, supporting an interpretation in terms of the upward mobility process lower-class students achieve when succeeding in higher education.

Individual Differences in Addition Strategy Choice: A Psychometric Evaluation.

The Strategy Choice Model (SCM) is a highly influential theory of human problem-solving. One strength of this theory is the allowance for both item and person variance to contribute to problem-solving outcomes, but this central tenet of the model has not been empirically tested. Explanatory Item Response Theory (EIRT) provides an ideal approach to testing this core feature of SCM, as it allows for simultaneous estimation of both item and person effects on problem-solving outcomes. We used EIRT to test and confirm this central tenet of the SCM for adolescents' (n = 376) solving of addition problems. The approach also allowed us to identify the strategy choices of adolescents who still struggle with basic arithmetic. The synthesis of SCM theory and EIRT modeling has implications for more fully investigating the sources of individual differences in students' problem solving, and for identifying problem-solving patterns associated with poor academic achievement.

School-Aged Syrian Refugees Resettling in Canada: Mitigating the Effect of Pre-migration Trauma and Post-migration Discrimination on Academic Achievement and Psychological Well-Being

In addition to psychological trauma and discrimination, discourse on refugees in Canada contributes to the risk of poor psychological well-being and academic achievement for school-aged Syrian refugees. Canadian public schools are a readily available and effective resource to mitigate risk for school-aged Syrian refugees. Pre-migration trauma and post-migration discrimination have a synergistic impact on refugee children and youths’ functioning. Experiencing forced migration and armed conflict increase the likelihood of psychological trauma symptoms that negatively impact on cognitive, behavioral, and emotional functioning. Psychological symptoms inevitably impact on academic ability and achievement. Refugees also face a greater likelihood of discrimination, while being subjected to a nationwide discourse that portrays refugees negatively. Furthermore, discrimination is shown to negatively affect refugee mental health, compounding on existing psychological trauma. Although Canadian schools are well-positioned to support Syrian children and youth, there are gaps in the literature on supporting contemporary refugees in Canadian public schools who exhibit psychological trauma symptoms, as well as the subsequent implications of discrimination. Based on the analysis of current data and research, this paper proposes five recommendations for Canadian public schools to mitigate risk and promote psychological well-being and academic achievement for school-aged Syrian refugees.

Influence of Maternal and Paternal Parenting Style and Behavior Problems on Academic Outcomes in Primary School.

Parents and teachers are concerned about the academic outcomes of children. Among the variables that play an important role in school success, parenting styles and behavior problems are some of the most studied. Literature shows that presence of behavioral problem and parenting styles based on physical punishment, lack of consistency and ineffective limit setting are related to poor academic achievement. The present study examined the influence of maternal and paternal parenting styles and behavior problems on the academic outcomes of primary-school children. Measures used in this study included the Inventory of Parenting Guide, the Child Behavior Checklist and information on academic outcomes (n = 78 families). The range age of the students was 6 to 13 years old (mean = 8.08; SD = 1.6; 38 girls). The participation rate was 90.7%. The results showed that behavior problems and sensitive parenting style were related to academic outcomes. Specifically, attentional problems and maternal sensitive parenting styles appeared to be significant predictors of academic outcomes in this study. These data suggest the relevance of attention and maternal sensitive parenting styles in understanding processes that promote academic outcomes.

Prevalence of Internet addiction and its associated factors among female students at Jouf University, Saudi Arabia

Background and objectivesInternet addiction is an increasing problem among university students worldwide. The Internet provides numerous educational advantages, but too much Internet use can lead to unfavorable outcomes such as social isolation and poor academic achievement. The objectives of the present study were to assess the prevalence of Internet addiction and its associated factors among female students at Jouf University, Saudi Arabia.MethodsA cross-sectional study using a multistage proportionate sampling technique was done. A self-administered questionnaire was distributed to the female students of Jouf University during face-to-face interviews with them. This questionnaire consisted of two parts; the first is a structured one for identifying sociodemographic features, and the second is Young’s Internet Addiction Test (YIAT) to assess Internet use among the students.ResultsAccording to the YIAT scale of Internet addiction, 48.6% of the students were scored to be average Internet users. However, 49.5% and 1.9% of the students had moderate and severe addictions, respectively. The vast majority of students (94.6%) preferred home to access the Internet. Communication was the main purpose of using the Internet as it was reported by 47.3% of the students. The majority of the students (79.5%) utilized mobile phones for Internet access while other devices such as a laptop, tablets and desktop were used by 15.4%, 4.3%, and 3.2% of the students, respectively. More than half of the students (54.6%) used the Internet for an average of more than 4 h every day. Also, more than half (51.4%) used it in the evening being the dominant time of using the Internet. Internet addiction was significantly higher among students with high father education, students who sleep 6 h or less, students who utilize the Internet for entertainment purposes, and students who utilize the Internet mainly in the midnight.ConclusionNearly half of female students at Jouf University have moderate or severe Internet addiction. The significant predictors of Internet addiction were sleeping hours ≤ 6, midnight as the dominant time for utilizing the Internet and using the Internet for entertainment purposes.

Shyness, Self-regulation, and Cognitive Problem Solving in Typically Developing 4-year-olds: A Pilot Study

Because shy children are at risk for poor academic achievement, it is important to examine factors that contribute to variability in the relation between individual differences in shyness and cognitive functioning before school entry. The authors examined whether on-task facilitative private speech—a proxy of self-regulation—moderated the association between individual differences in shyness and performance on an executive function (EF) task in 52 typically developing 4-year-olds. They found that private speech interacted with shyness to predict performance on the EF task in girls but not in boys. More specifically, shyness was inversely related to EF task performance when girls used low amounts of regulatory private speech, but was positively related to performance when girls used high amounts of regulatory private speech. These preliminary findings are discussed in the context of implications for shy children in educational settings.

Supporting Students With Emotional or Behavioral Disorders: State of the Field

Emotional Disturbance (ED) is one category under which a student can be evaluated and determined eligible to receive special education and related services. Students who experience ED are at greater risk for a host of negative long-term outcomes that include poor social, behavioral, and academic achievement in school, which in turn may impact graduation and postsecondary outcomes. In this article, we provide historical context and current data to highlight contemporary issues surrounding the needs and education of students with ED. Specifically, we present child-count data and descriptions of students that are currently served in the ED category. We provide information about the frequency and types of disciplinary events students with ED experience and discuss associated secondary and postsecondary outcomes. We summarize positive achievements and continued challenges within the field. Finally, derived from the ongoing unmet needs of students with and at risk for ED, we recommend (a) revision of the current Individuals with Disabilities Education Improvement Act terminology and eligibility criteria to a more comprehensive education-based definition; (b) regular universal screening for signs of social, emotional, and/or behavioral problems; (c) use of multitiered systems of support that offer preventive interventions to address the social, emotional, and behavioral needs of all students, particularly when they first emerge; and (d) integrated delivery models that allow greater access to related services to enhance the benefits of special education for students with ED.

Experiences of Online Closeness in Virtual Learning Environments (VLEs)

In virtual learning environments (VLEs) students often find themselves in front of a computer, looking at a bright screen, interacting with classmates and teachers through a keyboard and a mouse, and, in most cases, listening and watching someone who is not physically present. Virtual components (or even an entirely online classroom) are not rare, and growing concern is currently surfacing about students’ potential feeling of isolation, which has been found to increase educational barriers such as lack of motivation or engagement, or poor academic achievement. We may therefore begin to wonder whether VLE allows for the necessary interpersonal involvement required for learning. Using a qualitative phenomenological research methodology called phenomenology of practice, the aim of this study was to understand what it is like to experience a sense of closeness to others in a VLE. Data was gathered by means of in-depth phenomenological interviews with five adult university students recruited via snowball sampling who had previous experience in VLE settings. The findings revealed that students may experience closeness with their classmates and teachers when they suddenly look beyond the superficial technological hurdles and find the humanity in the virtual others, when they share a difficult group experience, or when they create a personal virtual space. This study showed that closeness is indeed essential in education, and that even online we repeatedly find ourselves in a continuum of closeness to others, moving from an experience of togetherness to an experience of loneliness, or vice versa.

THE EFFECT OF SOCIAL MEDIA ON THE SECOND YEAR STUDENT’S ACADEMIC ACHIEVEMENT IN STKIP MUHAMMADIYAH MUARA BUNGO

The aim of the study was to analyze the impact of social media on the student’s academic achievement. The survey research method was used. Subjects were drawn from the second year students of Elementary Teacher Education Department in STKIP Muhammadiyah Muara Bungo The researcher adopted Kendall’s coefficient of concordance and factor analysis as analytical tools for the study. A survey design provides a quantitative description of the population that is sampled through the data collection process (Frankel and Wallen, 1995). The study also employed the questionnaire as the data collection instrument for the study. The Statistical Package for Social Sciences (SPSS) was used to analyze the data collected. The descriptive analysis tools in the SPSS were employed to develop tables and frequencies which were constructively analyzed. The result revealed that majority of respondents used whatsapp and facebook to find new friends and application for communication. Furthermore, majority of respondents experienced negative effects such as late submission of assignment, less study time and poor academic achievement due to the heavy participation on social media networks. Therefore, there were cases where others experienced improvement in their reading skill as a result of participation on social media networks. Also respondents shared ideas, discussed and shared examination among them on social media network. The study recommended the strict enforcement of STKIP Muhammadiyah Muara Bungo rule on electronic devices usage in campus, promotion of social media usage for academic purpose and counseling for addicted students