Participation In School Activities Research Articles

Prevalence and Factors Associated with Depression among High School Students in Ho Chi Minh City, Vietnam

Background: Depression in high school students is a common mental health problem and requires evaluation for early intervention. The study was carried out to determine the prevalence of depression symptoms and associated characteristics among high school students in Ho Chi Minh City, Vietnam. Methods: This cross-sectional study enrolled participants between February 2022 and June 2022. The instrument utilized was a questionnaire of socioeconomic-demographic variables, educational characteristics, and the self-reported depression scale obtained from the Centre for Epidemiological Studies-Depression (CES-D). Results: 384 high school students (165 males and 219 females) were questioned. The CES-D had a mean score of 17.3, with 57.6% of participants reporting depressed symptoms. The frequency was 63.3% among male students (OR = 1.84, 95% CI = 1.19-2.83, p = .005). Multiple logistic regression revealed that adolescents with poor health, weak friendships, limited participation in school activities, family problems, financial worries, and negative educational environments were significantly more likely to experience depressive symptoms (odds ratios ranging from 1.60 to 9.97, confidence intervals spanning 1.03 to 78.05, and p-values from <.001 to .044). Conclusion: The study emphasized the necessity of health promotion programs that target mental health awareness, improve social support networks, and introduce stress reduction techniques in schools to reduce the prevalence of depression among teenagers in Ho Chi Minh City, Vietnam.

북한이탈청소년의 부정적 생애경험이 학교생활 적응에 미치는 영향

This study aimed to investigate the ways in which North Korean refugee studentsstruggle with adapting to school life due to adverse childhood experiences (ACE). For thispurpose, the study surveyed 194 North Korean refugee students regarding their childhoodadverse experiences and three main factors of school maladjustment: task avoidance behavior,lack of school activity participation, and truancy. The results showed that students whoexperienced four or more types of adverse experiences during childhood exhibited higher ratesof school maladjustment in all three areas compared to those with fewer experiences. Additionally, it was found that students born in third countries and older students facedgreater risks in all three sub-factors of school maladjustment. This research provides importantimplications for preventing or reducing the impact of adverse childhood and other traumaticexperiences among North Korean refugee students.

결혼이주여성의 문화적응과 초등학생 자녀의 학교적응 간의 구조적 관계: 학교활동참여와 양육효능감 매개를 중심으로

The purpose of this study is to examine the effects of the cultural adaptation types (assimilation and integration) of marriage immigrant women on their children's school adjustment, mediated by school activity participation and parenting efficacy. For this purpose, data from the first year of the Multicultural Adolescents Panel Study(MAPS) 2nd cohort(MAPS 2) conducted by the Korea Youth Policy Institute were utilized, involving 2,224 households with fourth-grade elementary school students. Descriptive statistics, correlation analysis, and structural equation modeling using AMOS 22.0 were conducted, and path analysis utilizing phantom variables was performed to verify the influence of each path. The main findings of this study are as follows: First, the cultural adaptation type of marriage immigrant women had a significant effect on school activity participation, but had negative effects on parenting efficacy, and had no effects on school adjustment. Second, in the relationship between the cultural adaptation assimilation type of immigrant women and school adjustment of their children, both school activity participation and parenting efficacy were found to have significant dual mediating effects. Furthermore, parenting efficacy was found to have a significant partially mediating effect in the relationship between cultural adaptation assimilation type and school adjustment of their children, while it had a significant statically mediating effect in the relationship between cultural adaptation integration type and school adjustment of their children. Based on the findings, educational implications were discussed.

Inclusive Education through the Lens of Diversity: A Case Study in an Arts School with a Focus on Chinese Students

The purpose of this research is to determine the influence of a collaborative art project between a museum and a public school on the process of inclusion and involvement of Chinese children and their families. This qualitative study is based on 9 months of observation of Art-Based Project (ABP) activities in the school and the museum, as well as interviews with parents, museum technicians, and instructors. The findings imply that the assimilation paradigm causes family separation among immigrants, which may be one reason for the high dropout rate in this population. As a result, the first technique for including immigrant children is to assist their parents. The Tandem Project, which employs the arts education model developed by the school and the museum: ABP, and the Visual Thinking Strategies (VTS) included in this art project have a positive impact on Chinese children's language ability, participation in school activities, furthermore, children's inclusion and family involvement has been improved.

PARENT AND COMMUNITY INVOLVEMENT IN EDUCATION: STRENGTHENING PARTNERSHIPS FOR SOCIAL IMPROVEMENT

Parent and community involvement in education has garnered significant attention as a pivotal factor in enhancing educational outcomes and fostering social improvement. This review explores the multifaceted dynamics of such partnerships and their potential to positively impact the educational landscape. Through collaborative efforts between parents, communities, and educational institutions, a holistic approach towards addressing the diverse needs of students and society at large is promoted. Effective parent involvement encompasses various dimensions, including parental engagement in their children's academic journey, participation in school activities, and advocacy for educational equity. When parents are actively involved in their children's education, students tend to exhibit higher academic performance, improved attendance, and enhanced social-emotional development. Moreover, parental involvement cultivates a supportive home environment conducive to learning, thereby reinforcing the educational efforts undertaken in schools. Community engagement in education extends beyond parental involvement to encompass broader societal participation in educational endeavors. Local communities play a crucial role in supplementing educational resources, providing mentorship opportunities, and facilitating experiential learning initiatives. Collaborative partnerships between schools and communities enrich the educational experience by bridging the gap between classroom learning and real-world application, thereby nurturing well-rounded individuals equipped with the skills necessary for societal contribution. Furthermore, fostering strong partnerships between schools, parents, and communities serves as a catalyst for social improvement. By promoting inclusivity, diversity, and mutual respect, these partnerships contribute to the creation of cohesive and resilient communities. Through collective action, stakeholders can address systemic challenges, advocate for educational reforms, and promote equitable access to quality education for all individuals, irrespective of their socio-economic backgrounds. Parent and community involvement in education represents a cornerstone for social improvement, fostering collaborative efforts aimed at nurturing the next generation of global citizens equipped to navigate an ever-evolving world.
 Keywords: Education, Parent, Community Involvement, Partnership, Social Improvement, Review.

Majestic Road to the Bright Future: A Lived Experience of Stem Students from Esperanza, Agusan Del Sur Who Schooled in Bayugan National Comprehensive High School

There is evidence to suggest that commuter students had poorer outcomes from their higher education and will be unsatisfied with their academic experiences compared to residential students. This study investigates the actual experiences of commuter students from Esperanza, Agusan del Sur, who attended Bayugan National Comprehensive High School.This study employs a qualitative approach using phenomenological research and a thematic design to evaluate students' perceptions of their lived experiences. It was found out that living far from school presents both benefits and disadvantages for students. Their participation in school activities and relationships with peers may suffer because of physical separation due to feelings of isolation. Getting access to required materials, such as books and labs, could be difficult, which would hinder their whole educational process. On the other hand, overcoming these obstacles promotes independence and adaptability, which are important life skills. With the seen result, it is recommended that if a student lives far away from the school, think about setting up a support system for them, such an online study group or study materials, so they may stay connected to their friends and have access to educational resources. Collaborations with community resources and mentorship initiatives provide additional assistance, making education more inclusive for those facing geographic barriers.

The Dual Role of a Reflective Future Teacher during School Practise

Abstract Introduction: Teaching and learning are processes that significantly impact one’s future. Active participation in school practises serves as a strong foundation for future educators. This paper aims to present the viewpoints and feedback of university students on chemistry lessons conducted in schools by fellow university students as part of their training. The study explores how these prospective teachers perceive lessons while simultaneously playing the roles of both the teacher and an observer. It also investigates their ability to identify areas in need of support and those that require further development during their subsequent pre-service teacher training courses. Methods: Quantitative data was collected through formal documents, specifically observation sheets. The study’s participants were university students enrolled in pre-service teacher training programs who conducted chemistry lessons in school settings. These participants assumed the dual roles of instructors and observers during the lessons they taught. Results: Analysis of the observation sheets revealed that the experience of assuming both teaching and observing roles contributed to the enhancement of the pre-service teachers’ reflective attitudes. This finding suggests the positive impact of this dual role on their professional development. Discussion: Teaching demands a blend of pedagogical knowledge and the ability to reflect, as evidenced by a study at Jagiellonian University’s Faculty of Chemistry. This research, aimed at understanding the effectiveness of trainee teachers, highlighted the importance of creativity, proper communication, and skills in interpersonal relations for educators. While the research provided valuable insights, there’s a call for more extensive studies to gain deeper understandings and address challenges such as classroom management and student engagement. Limitations: It is important to acknowledge certain limitations within this study. The scope of the investigation was restricted by the size and composition of the sample of participants. Consequently, the outcomes cannot be generalised to the broader population of pre-service teachers. Conclusions: The findings of this research highlight the importance of adopting a dual-role methodology in teacher education. By assuming both teaching and observational roles, aspiring teachers acquire a more profound understanding of their pedagogical techniques and recognize potential enhancements. Engaging in such reflective practices promises to enhance their subsequent teaching experiences. This study emphasizes the advantages of weaving hands-on teaching experiences into teacher training, fostering a more introspective and effective teaching methodology.

Implications of School Governance on Parental Participation in School Activities in Selected Secondary Schools in Bugesera District, Rwanda

School governance is the engine for all the activities in the school. The school governance plays a significant role for parents to feel welcomed or neglected. Participation of parents in school activities has raised concerns for the government of Rwanda from long ago and MINEDUC has put in place a law to create a room whereby parents’ role in the school development will be observed clearly. Bugesera District has been reported to experience absence of parental involvement in schools’ events which interested the researcher to carry out this investigation. The main objective of this study was to explore the implications of school governance on parental participation in school activities whereas the specific objectives were (i)to examine the effects of school decision making process on parental participation in selected secondary schools of Bugesera District. (ii) to assess the functioning of the school governing bodies on parental participation in selected secondary schools of Bugesera District, (iii) to evaluate the contribution of quality assurance on parental participation in selected secondary schools of Bugesera District, (iv) to find out the reasons why the parents do not actively participate in school activities in selected secondary schools of Bugesera District.This research utilized concurrent mixed method research design. The target population consisted of 5675 individuals, including members of the school executive council, school leaders, teachers, and students. A sample of 52 respondents, consisting of 4 head teachers, 10 teachers, 18 parents, and 20 students, were chosen from the selected secondary schools of Bugesera District. Both simple random sampling and purposive sampling methods were used to sample them. Data were gathered using focus groups, questionnaires, document reviews, and guided interviews. Head teachers and teachers completed questionnaires, which were utilized in this study as quantitative data gathering instruments. Head teachers also received interviews in addition to questionnaires. In addition, focus groups were employed to get qualitative information from parents and students. Tables and graphs were used to display the data after they had been examined using descriptive statistics (frequencies and percentages). The findings to this study (90%) have shown that decision processes are made through in person meetings that gather them at school and parents are encouraged to participate in decision making through school committees and school general assemblies. The findings (85%) again indicated that generally the governing bodies exist in almost all the schools, functional and all the lawful members are included. Parents testified that they are involved in quality assurance through students’ homework, provision of school materials, monitoring the movements of their children from home to school and back home. Parents highlighted that when they do follow up on quality assurance, this boosts the children’s confidence and increase their efforts in learning. However, the findings indicated that the level of welcoming parents in school activities is still low and proposed reinforcement in school governance attitudes towards the participation of parents in school activities. Therefore, the study recommended thorough follow up and attention on the implementation of the established policies that regulates the school governance in order to fully integrate the parents.

Art and Heritage Culture: A High-Quality Inclusive Educational Experience in One Public School in Barcelona

The goal of this study is to see how a joint art project between a museum and a public school affects the process of inclusion and involvement of Chinese students. This mixed-method study is based on a questionnaire as a pilot test, then following nine months of observing Art-Based Project (ABP) activities at the school and museum, as well as interviews with children. The Tandem Project, which employs the arts education model developed by the school and the museum ABP, as well as the Visual Thinking Strategies (VTS) included in this art project, have a positive impact on those aspects of Chinese children: heritage culture expression, participation in school activities, and interpersonal intelligence.

Quality Improvement in Inclusive Education for Support Systems and Attitudes - Evidence form the Sichuan Province of China

The global trend of inclusive education has accelerated the process of education inclusion worldwide. China has embraced this trend through the practice of inclusive education in regular classrooms. Using the quantitative methods of descriptive analysis and regression analysis, this paper examines the relationship between the quality of inclusive education and the supporting environment and attitudes in Sichuan Province, China. A total of 6,000 respondents from 21 cities and prefectures in Sichuan Province participated in the survey and completed questionnaires. The collected data were analyzed using IBM SPSS Statistics 29.01 software. The study analyzes public perceptions of inclusive education, views on the quality of inclusive education, evaluations of student participation, and perceptions of the supporting environment. The results indicate that the quality of inclusive education is influenced by attitudes towards inclusive education, teacher support, societal and environmental support, and parental support. To enhance the quality of inclusive education, the focus should be on cultivating positive attitudes toward inclusive education, developing inclusive education policies, and strengthening support systems. Furthermore, the analysis reveals that increasing student participation in school activities, enhancing knowledge and teaching strategies related to inclusive education, and improving support resources can effectively enhance the implementation quality of inclusive education.

STRATEGI HUMAS BERBASIS PARTISIPASI ORANG TUA DALAM MENINGKATKAN LAYANAN PENDIDIKAN

The aim of this research is to identify concrete strategies to increase parent participation in school activities in the educational process. Examining various approaches used by educational institutions to interact and collaborate with parents. The data collection techniques used by the author are observation and interviews. The interview informants were the school principal, Deputy Head of Curriculum and teachers. The data analysis used uses Miles and Huberman analysis, namely data reduction, data presentation and verification. This research uses several data validity techniques, namely triangulation, peer depriving (talking with other people). The results of research on public relations strategies in improving educational services are. steps taken with a sociological approach, Social Responsibility Strategy, Cooperation Strategy, Coordinative and Integrative Strategy. By taking several steps, including forming a school committee, carrying out open communication between the school and parents, holding parent and teacher meetings, using digital tools as a communication tool, workshops and training. The form of educational services provided at MA Miftahul Ulum is the implementation of a curriculum that meets needs, teaching and learning activities, evaluation and assessment, guidance and counseling for students, implementation of extracurricular activities, moral and citizenship education, character development. The level of service provided by MA Miftahul Ulum and the level of satisfaction of students and parents are very high

Conceptualising social inclusion and examining its relationship with social competence

Previous research has attempted to examine specific social aspects of the school inclusion of students with vision impairment, such as the development of social relationships with their teachers and peers and their participation in school activities. Based on Bronfenbrenner’s ecological system theory, this article presents a socio-ecological model that aims to embrace the different elements of social inclusion in school. Considering the components of this socio-ecological model, the findings of an empirical study that examined the school engagement of adolescents with vision impairment and its effect on their social competence are presented. Thirty-seven adolescents, with and without vision impairment, aged 12–14 years, participated in this study. Adolescents were divided into three groups: adolescents with severe sight impairment (previously ‘blindness’), adolescents with sight impairment (previously ‘low vision’) and sighted adolescents. Participants completed a questionnaire about their school engagement and disengagement, and their parents completed a quantitative scale about their children’s social competence. There were no significant differences found between the three participant groups in terms of school engagement, disengagement and social competence. Neither school engagement nor disengagement was a significant predictor of social competence. The findings of this empirical study revealed remarkable similarities in school engagement and social competence between adolescents with and without vision impairment. These findings may also suggest that other clinical and social factors, independent of visual functioning, affect the school inclusion and social competence of adolescents with vision impairment. Overall, the socio-ecological model developed for the purposes of this research can lead to the development of evidence-based interventions that will aim to improve the social inclusion of adolescents with vision impairment. Furthermore, the rationale of the empirical study may promote further investigation of the critical role of promoting less-intrusive classroom interventions to facilitate the school inclusion of students with vision impairment.

School – family relations: Greek parents’ perceptions of parental involvement

While the value of the school-family partnership is universally accepted, it is not always easy to promote effective parent-teacher partnership. A central question that emerges is how schools can ensure that they develop their home-school relationship in a way that acknowledges the needs and perspectives of children, parents and teachers and enhances parents’ participation in school activities. Our main assumption is that we can better understand school-family relations, by examining the beliefs held by both teachers and parents about their relationship. This study addressed Greek parents’ perceptions of teachers, as well as their own role and responsibilities, parental involvement activities and areas of cooperation with teachers. Analysis of 581 questionnaires to parents revealed that parents perceived distinctly separate roles between teachers and parents. Teachers were perceived as “experts” in academic domains, while parents were perceived as “guardians” of children’s social and emotional growth. Both teachers and parents’ role was to keep each other informed about children’s achievement in school and home setting respectively. Results of the study are discussed in terms of implications for initiatives to develop school-family relations in teacher training programmes.

LEADERSHIP STYLES OF SCHOOL HEADS AND OVERALL PERFORMANCE OF SECONDARY SCHOOLS IN KP, PAKISTAN

The research paper highlights effect of leadership styles of school heads on overall school performance in Khyber Pakhtunkhwa, Pakistan. In this drive, to determine connection between leadership styles & school performance, study used both qualitative & quantitative approaches. Two samples—N1 276—consisting of school heads from 276 schools and (N2 552), consisting of 552 senior school teachers participated in study using the proportionate stratified random sampling. Study explored and analyzed the relationship between the two variables, namely leadership styles of school heads and school performance. The study found that democratic, transformational, transactional and charismatic leadership styles have a positive impact on school performance with calculated values of Pearson Correlation of 0.618, 0.546, 0.422 and 0.412; while autocratic and laissez fair leadership styles were found to have negative impacts on the school performance having negative coefficients of -0.478 and -0.622. The study suggests that school heads should be educated, that training and skills can be provided to all secondary school heads, that the seminars can be regularly organised by parent department for school heads to improve capacity, and that parent Teacher Councils can be strengthened and updated to ensure parental participation in school activities.

How Social Networks Influence Human Behavior: An Integrated Latent Space Approach for Differential Social Influence.

How social networks influence human behavior has been an interesting topic in applied research. Existing methods often utilized scale-level behavioral data (e.g., total number of positive responses) to estimate the influence of a social network on human behavior. This study proposes a novel approach to studying social influence that utilizes item-level behavioral measures. Under the latent space modeling framework, we integrate the two latent spaces for respondents' social network data and item-level behavior measures into a single space we call 'interaction map'. The interaction map visualizes the association between the latent homophily among respondents and their item-level behaviors, revealing differential social influence effects across item-level behaviors. We also measure overall social influence by assessing the impact of the interaction map. We evaluate the properties of the proposed approach via extensive simulation studies and demonstrate the proposed approach with a real data in the context of studying how students' friendship network influences their participation in school activities.

Implementation of information and communication technology to facilitate participation in high school occupations for students with neurodevelopmental disorders

Purpose Information and communication technology (ICT) has been proposed to enable an inclusive learning environment and increased participation for students with special educational needs. The aim of this study was to investigate the perceived need for ICT before and after an individualized ICT intervention among high school students with neurodevelopmental disorders and describe how the ICT was used to improve participation in school activities. Materials and methods This mixed-method study, with a one-group pre- and post-test design, included 99 high school students with neurodevelopmental disorders. Data from questionnaires and assessments using the School Setting Interview (SSI) were analyzed using descriptive statistics and the Wilcoxon signed-rank test. Deductive content analysis was performed on written notes in the SSI assessment. Results The results showed that students’ median number of perceived needs for ICT in school activities had decreased from six needs at baseline to one need at follow-up (t16.5 df(98), p<.001). There were five SSI items for which over 50% of the students perceived a need for ICT, with most students (95%) needing support in the item Remember things. Students received a laptop, tablet or smartphone (95%), software for planning or structure (84%) and ICT for writing and reading (66%). The ICT facilitated participation in multiple school activities, providing reminders and structure, facilitating notetaking and improving spelling. After the ICT intervention, students (61%) experienced improved study results and improved ability to manage difficult school situations (68%). Conclusion To conclude, an individualized ICT intervention as support to increase school participation is promising among high school students with neurodevelopmental disorders.

Parental participation and parents' support: effects on mathematics achievement, 2018 national assessment of learning, Mexico.

The relationship between family involvement in students' academic activities, their learning, and academic achievement has been widely studied. Two different types of family involvement are recognized: parental participation, which is linked to activities implemented by the school, and parental support, which occurs at home and has to do with the family's educational practice. This study analyzed the influence of parental participation in school activities, parental support at home, and family socioeconomic status on student learning in mathematics. The database of 104,973 third-year secondary education students (50.1% female and 49.9% male) from the 2018 assessment of academic achievement in mathematical thinking was considered. Path analysis was employed in structural equation modeling, where a general model of parental support was proposed to compare the learning of students from the lowest quartile and those from the highest socioeconomic level; the model presented a good fit for each group. The models used showed acceptable adjustments in some criteria; in these models, there were positive and significant associations between parental schooling and socioeconomic level and achievement in mathematics. The results obtained are consistent with the findings of other studies in which parental support, mediated by socioeconomic status, significantly influences student learning.

Students' Participation in School Activities in a State University

Students' Participation in School Activities in a State University

Parental stress and support perception in southern Italy’s households with intellectual disabilities and/or autistic spectrum disorder before and during the COVID-19 pandemic

The stress experienced by parents of persons with Intellectual Disability (ID) and Autism Spectrum Disorder (ASD) is higher than that of parents of neurotypical children (TD). An important protective factor is the perception of the support received within the family and the social network. The emergency of the COVID-19 pandemic had a negative impact on the health of people with ASD/ID and their families. The aim of the study was to describe the levels of parental stress and anxiety before and during the lockdown in southern Italy’s families with ASD/ID persons and analyze how the levels of support perceived by these families. 106 parents, the ages of 23 and 74 years (M = 45; SD = 9), from southern Italy responded to an online battery of questionnaires measuring parental stress, anxiety, perception of support and attendance at school activities and rehabilitation centers, before and during lockdown. In addition, descriptive, Chi-Square, MANOVA, ANOVAs, and correlational analyses were conducted. The results showed that during the lockdown, attendance at therapies and extra-moenia activities and participation in school activities drastically dropped. During lockdown, parents felt inadequate. The parental stress and anxiety were moderate, but the perception of support dropped significantly.

An Assessment of the Structural and Process Quality in pre-Primary Education in Tanzania: The case of Rural Schools

In recent years, there has been an increase in the demand for early childhood education (ECE) in lowand middle-income countries, including Tanzania. There is also growing awareness that unless ECE is of high quality, children may attend school but may not learn. This study sought to establish the quality of ECE programmes. It was, therefore, important that the researcher investigates whether the ECE programmes were meeting the expectations of the quality indicators and consequently the holistic needs of children in the early years. The study utilized a descriptive survey design. Data were collected throughan observation schedule and questionnaires administered to 45 pre-primary education teachers in Dodoma, Morogoro and Mwanza regions, Tanzania. Data were analyzed descriptively using frequencies, percentages, means and standard deviations.Findingsrevealed that infrastructure, teachers’behaviours, school leadership and child-protection measures were generally fair. While teachers’ qualifications, classroom characteristics, parents’ participation in school activities, equipment and materials were found to be unsatisfactory. By way of conclusion, unsatisfactory structural and process quality of ECEin rural areas calls forregular in-service training for teachers, improving classroom characteristics, increasing parents’ involvement in school activities, and increased budget allocations to pre-primary education (PPE). Addressing these areas can lead to better educational outcomes for children and contribute to their overall academic success.