Performance Of School Students Research Articles

Utilizing Data Mining Techniques to Predict Student Academic Performance

During this epidemic, a problem in fundamental education affecting all globe is occurring, and we note that education and learning were online and conducted in students. Academic performance of students must be forecast, so that the instructor may better identify the missing pupils and offer teachers a proactive opportunity to develop additional resources for the student to maximize their chances of graduation. Students' academic achievement in higher learning (EH) has been extensively studied in addressing academic inadequacies, rising drop-out rates, graduation delays, and other difficult questions. Simply said, the performance of students refers to the amount to which short and long-term educational objectives are met. Academics nonetheless judge student achievement from different viewpoints, from grades, average grade points (GPAs) to prospective jobs. The literature encompasses numerous computing attempts to improve student performance in schools and colleges, primarily through data mining and analysis learning. However, the efficiency of current smart techniques and models is still unanimous.

How the use of social networks influences low school performance in students 8 to 12 years old

How the use of social networks influences low school performance in students 8 to 12 years old

RELAÇÕES ENTRE CLIMA ESCOLAR, DESEMPENHO ESCOLAR E DESENVOLVIMENTO DE VALORES: ANÁLISE DA LITERATURA

The article is an excerpt from the doctoral research entitled “Relationships between sociomoral environment, school performance and social perspective on moral judgment: analyzes in public schools” and aims to present and discuss the relationships that are established between the sociomoral environment of the school, school performance of students. students and the development of moral values according to the literature in the area. To meet the proposed objectives, this research is predominantly qualitative, in view of the complexity of the studied phenomenon. The school climate refers to the perceptions lived and experienced by the members that constitute the school and is configured as more lasting characteristics, capable of determining a certain stability to these perceptions and, for this reason, grants this space its own identity that distinguishes it other similar environments. The surveys analyzed show that the school climate has an intense connection with students' academic performance and personal and social development, as students are sensitive to the school environment, and this environment not only influences their behavior and adaptation, but also their learning in their own environment. In addition, the positive school climate influences how teachers feel at school, how they teach and how long they stay in the same institution. That is, research indicates that the school climate increases or minimizes emotional exhaustion and feelings of low personal fulfillment in teachers, having a direct and indirect impact on students' school performance.

The Influence of Student Participation on Non-formal Educational Activities on their School Performance

Students' participation in structured non-formal education activities, organized in educational units, is an important element because it contributes to the development of their personality, and helps students to form positive skills towards learning, acquire skills, and problem-solving strategies. According to Feldman & Matjasko (2007), non-formal education activities have positive effects on students through better school performance; lower dropout rate; better psychological state, increased self-esteem, less worries about the future; reduced feeling of social isolation; and low level of delinquent behaviors. The present study aims to analyze whether the development of a program of non-formal educational activities, designed, organized, and carried out by teaching staff in close collaboration with other educational partners such as parents, and NGOs, contributes to increasing the school performance of students from primary. The value of the Pearson correlation index confirms that in the case of students who participate in non-formal activities in the formal space, the school performances, and qualifications in the subjects MEM, M, CLR, and LLR, are superior to those who do not participate in these activities.

Eating Habits and School Performance in Students of Primary Education

Background: Maintaining a proper diet is crucial, particularly for children undergoing the critical phases of growth and development. Objective: This study aims to investigate the association between eating habits and academic performance among students in Primary Education. Methods: The research adopts a descriptive-correlational approach with a cross-sectional design, utilizing a sample comprising 427 students (242 boys and 185 girls) in the sixth year of Primary Education. The instrument used is a self-developed ad hoc questionnaire, encompassing dietary habits, food choices at school and home throughout a typical week (including breakfast, lunch, snack, and dinner), and academic performance assessed by the student’s tutor. Results: Significant associations were observed between academic performance and the consumption of pasta, fruit, and meat (P=0.00), as well as pastries and fish (P<0.05). Students with a preference for these foods tend to exhibit higher academic performance. However, no significant correlations were identified for “vegetables”, and there were no discernible associations between food groups and academic performance based on gender or body mass index (BMI). Conclusion: Individuals displaying proper eating habits, such as consuming five daily meals, avoiding food wastage, and incorporating pasta, fruit, and meat into their diet, demonstrate commendable academic performance.

Why and how PROERD instructors adapt the program during its delivery: an implementation research

Background The Drug and Violence Resistance Educational Program (Programa Educacional de Resistência às Drogas e à Violência – PROERD) is the most widely implemented prevention program in Brazil and this study evaluated the reasons and ways in which PROERD instructors change the program, affecting its implementation fidelity. Methods This qualitative method study used three data sources: semi-structured interviews with 19 police officers (PROERD instructors), fidelity forms completed by the instructors, and the researcher’s observations of 30 lessons, followed by thematic analysis. Results Strong evidence shows that instructors adapt the program, in general, because they experienced that some activities do not work when implemented as they were created by the developers. The main reasons to adapt the program were categorized into two groups: intrinsic and extrinsic reasons. The cultural reality and school performance of students and the support and infrastructure of the school were the extrinsic reasons, and instructors’ performance was the intrinsic reason. Conclusion In order to make PROERD feasible for students and schools, instructors change the program in an unstructured way, often not following the curriculum. Therefore, PROERD will hardly have a positive effect for Brazilian students.

Evaluation of Teaching Mobilities in the Context of Intercultural Education

This specific intervention aims to limit the rates of school dropout. In order to limit the rates of school dropout and to increase the school performance of students with different cultural characteristics, who attend the schools of the Directorate of Secondary Education of West Attica in the school years 2021- 2022, mobilities were implemented in the context of the Erasmus program following intercultural education. Implementing the mobilities was deemed necessary because in the cities of West Attica, during the same period, incidents of delinquency, violence, and battles took place daily between different foreigners or between foreigners and Greeks or Roma. The implementing method of the intervention is an observation with a structured observation sheet with open-ended questions. Positive results, coming out of the mobilities, were that the teachers who served in those schools, who did not always have the required knowledge in intercultural education, were made aware and trained in the effective management of heterogeneity both in students and in their parents for the benefit not only of the school community but more broadly of society—the consequences of this action concern the parents of the children and the society in general.

The effect of heads of schools’ supervisory practices on learning achievement in public secondary schools in Ubungo municipality, Tanzania

To create a proactive and effective educational system for individual, community, and national progress, it is presumable that educational stakeholders must oversee educational practices to obtain consistently good results. Supervisory assessment of teaching staff helps educators obtain the support they need to succeed as well as to evaluate, weigh, and examine the benefits of various educational methodologies and tactics to achieve high-quality student performance in schools. This study analysed the effect of heads of schools’ supervisory practices on students’ learning achievement in public secondary schools in Ubungo municipality using 240 participants, including heads of schools, students, and teachers. The study employed a mixed approach with convergent parallel as the design. Various methodologies were employed to gather data, including questionnaires, documentary reviews, observations and semistructured interviews. The results revealed that the supervisory practices of school heads play a greater role in the quality of teaching and overall learning achievement of students in secondary schools. The academic achievement of students is impacted by supervisory practises such classroom visits, teacher mentoring, assessing teachers pedagogical abilities, assisting teachers in creating lesson plans, and other creative teaching methods. However, unfriendly working conditions, including a lack of facilities, funding, and dedicated teachers, make it difficult for school heads to carry out their supervisory duties. As a result, for supervisory practises to have a significant impact on the teaching and learning process, the government must constantly provide adequate school infrastructure, hire enough qualified teachers, create appropriate teaching and learning resources, and set up an efficient monitoring system to improve the teaching and learning process in secondary schools.

Extra-Auditory Effects from Noise Exposure in Schools: Results of Nine Italian Case Studies

Noise exposure may cause auditory and extra-auditory effects. School teachers and students are exposed to high noise levels which have an impact on perceptual-cognitive and neurobehavioral aspects. The latter influence teaching conditions and student school performance. A Protocol was defined and parameters to be investigated were identified for acoustic characterization of unoccupied and occupied school environments, assessment of users by means of questionnaires completed by teachers and students, and vocal effort evaluation. Classrooms, laboratories, auditoriums, gymnasiums, common areas, canteens and outdoor areas were analysed in terms of acoustic features and identification of the origin of noise. The Protocol was tested in three kindergartens, three primary schools and three secondary schools placed in Rome, Florence and Perugia. Results of nine case studies are presented, including comparisons of objective and subjective investigations. Generally, the acoustic performances of the spaces under investigation do not meet the requirements of current Italian legislation. In particular, student activity determines high noise levels in laboratories, gymnasiums, and canteens. Students notice that noise mainly causes loss of concentration, fatigue, boredom, and headache. The outcomes of this research will be the starting point to define strategies and solutions for noise control and mitigation in schools and to draft guidelines for the acoustical school design.

Psycho-pedagogical counseling, an important factor in increase in the school performance of students with SEN

The need for counseling in school is an obvious one, because the student's activity can be marked by the appearance of certain problems, for the approach of which the experience, knowledge and guidance of a specialist are needed.

Effect of Yoruba as Language of Instruction in Social Studies on Junior Secondary School Student's Performance in Ilorin-West, Kwara State

Effect of Yoruba as Language of Instruction in Social Studies on Junior Secondary School Student's Performance in Ilorin-West, Kwara State

A Longitudinal Process Model Evaluating the Effects of Cooperative Learning on Victimization, Stress, Mental Health, and Academic Engagement in Middle School.

Mental health is a significant concern among young people, particularly during the COVID-19 pandemic. Notably, mental health problems can significantly reduce student performance in school, including both engagement and achievement. Both mental health problems and reduced student performance often arise due to peer victimization, which can include teasing, racial- or gender-based discrimination, and/or physical assault. Stress has been proposed as one mechanism through which victimization influences mental health, and stress can also interfere with academic performance at school, including engagement and achievement. To date, however, no research has evaluated longitudinal associations between victimization and stress, and how these longitudinal patterns may impact adolescent behavior and mental health. In this study, we used data from a 2-year cluster randomized trial of cooperative learning to evaluate an etiological process model that includes (1) longitudinal reciprocal effects between victimization and stress, and (2) the effects of both victimization and stress on student mental health and academic engagement. We hypothesized that victimization and stress would have significant reciprocal effects, and that both would predict greater mental health problems and lower academic engagement. We further hypothesized that cooperative learning would have significant effects on all constructs. We found partial support for this model, whereby stress predicted greater victimization, but victimization did not predict increased stress. While both factors were linked to student outcomes, stress was a more powerful predictor. We also found significant salutary effects of cooperative learning on all constructs. The implications of these results for student behavioral and mental health are discussed.

Training in learning and school performance in the rural school

The main objective of this research was to analyze the influence of training on teacher learning, which has a predominant role in the school performance of students. This study was framed in the pragmatic paradigm, as a research methodology, the exploratory systematic review was adopted with a qualitative approach that guides a synthesized bibliographic review. The technique applied was the survey of high school students, for the analysis and interpretation of the results. It concludes, highlighting the importance of training in teacher learning, because among the main findings are the problems in teacher training for the achievement of adequate school performance of students, as well as the lack of attention to the socio-cultural conditions of the students, the reality of rural schools is largely ignored, which means that not all teachers make an effort to improve the educational conditions in their area, due to a lack of commitment from the authorities and members of the educational community leaving aside the preparation to face the challenges of education, in the current era of information and communication technology, harming student learning and school performance.

Contribution of parents in the school performance of elementary sublevel students

The contribution of parents in the school performance of Sublevel students Elementary is essential to develop learning, this allows the teacher to seek strategies to help them in this educational process. The objective was to determine the contribution of the parents in the school performance of the students of the Elementary Sublevel, the scientific method was used whose product today is in knowledge to the scientific community, it helped to obtain information of the diverse theories that provide different authors, the qualitative, quantitative method was also used, whose basic modality is based on a bibliographic, field, and social intervention documentary research. approached through observation and survey; it was reflected in the application of the same and the tabulation of results, both necessary for the achievement of the objectives. The result was that the contribution of parents is necessary to achieve good school performance in learning, helping it to be dynamic and interactive, led by the students themselves who represent the center of interest and motivating elements.

Teachers’ Pedagogical Competencies and Students’ Performance

It is unimaginable to overestimate the importance of teachers and their quality in influencing the effectiveness of the education process and driving student performance in school. In Indonesia, the quality of the teacher itself is ruled through competency demands set out in Law Number 14 Year 2005 and one of the four competencies to be mastered is pedagogical competency. This paper highlights the presence of teachers’ pedagogical competency in affecting the students’ English performance. Many studies have found that teachers’ pedagogical competency was lacking, negatively impacting students’ performance, including in English. Furthermore, the weakness of the teachers’ pedagogical competency and the lowness of students’ English performance should be solved not only by teachers, students, or the school, but the government’s supervision and solutions are also needed.

Parental control in school performance in high school students

The purpose of this study is related to the incidence of parental control on the school performance of the middle school students of the Eugenio Espejo Educational Unit #29 of the Tosagua Canton, where there are situations of negative behavior in the students due to the lack of emotional relationships of their parents who in many cases overprotect their children, adopting unusual values and practices, that lead them to have a low performance reflected in their learning results. The objective of the research is to investigate how Parental control affects the school performance of the students of the Eugenio Espejo Educational Unit #29 of the Tosagua Canton in the period 2021-2022. A qualitative analysis was used as a methodology, based on a field and bibliographic study, in addition to the inductive-deductive, analytical-synthetic, and statistical method, the data collection tools were based on parent surveys, interviews with teachers and student observation sheet, with a sample of 107 students, 100 parents and 3 teachers. It was obtained as a result that the parental control of the parents towards the children is fundamental for their education and the formation of values.

Family context, gender roles and school performance of middle school students in Colombia

The objective of this article is to expose the main results of the investigation "Family context, gender roles and school performance of the students of Secondary Education in Manizales - Colombia", which sought to establish the relationships of the family gender roles of middle school students from five public education educational institutions in Manizales, Colombia, and their school performance in the period 2020, analyzing the variables related to family activities and how they influence school performance, and from a gender approach how these activities condition roles that will or will not have variations in said performance, through a quantitative methodology, for a non-experimental, cross-sectional and correlational study. The study was applied to a sample of eleventh grade students from five public education institutions in the central area of ​​the city. A socioeconomic - cultural questionnaire and family activities according to gender were used as instruments; in addition to the results of the Colombian standardized test Icfes Saber 11 in mathematics and language.

Prediction of the Academic Achievement of Pupils Using Data Mining Techniques

Introduction: During this epidemic, a problem in fundamental education affecting all globe is occurring, and we note that education and learning were online and conducted in students. Academic performance of students must be forecast, so that the instructor may better identify the missing pupils and offer teachers a proactive opportunity to develop additional resources for the student to maximize their chances of graduation. Students' academic achievement in higher learning (EH) has been extensively studied in addressing academic inadequacies, rising drop-out rates, graduation delays, and other difficult questions. Simply said, the performance of students refers to the amount to which short and long-term educational objectives are met. Academics nonetheless judge student achievement from different viewpoints, from grades, average grade points (GPAs) to prospective jobs. The literature encompasses numerous computing attempts to improve student performance in schools and colleges, primarily through data mining and analysis learning. However, the efficiency of current smart techniques and models is still unanimous. Method: This study employs multiple methods for machine learning to forecast student progress. With its accurate data sample prediction, five integrated classification algorithms have been created to forecast students' academic success (support vectors, decision-making trees algorithm and perceptron algorithm, logistic regression algorithm and a random forest algorithm). Results: Students' academic achievement has been reviewed and assessed. The performance of five learning machines mentioned in Section 4 is discussed here. First, we displayed the data after pre-processing by simply displaying distributions to form the data packet and then evaluated 5 important learning methods and described the variables in the data set. The entire series of 480 characteristics were examined.

Lifestyles and school performance of health sciences students

Introduction: Lifestyles at the college stage involve fundamental changes in human development, which may have an impact on the school performance. The present work consists of a documentary review on the lifestyles of university students Objective: To identify the information that allows the evaluation of the lifestyles that are associated with the school performance of students of health sciences. Methodology: The research was carried out by using the keywords: lifestyles, school performance and students of health sciences, through PubMed and Crossref, in addition to the websites of public institutions, governments or organizations. The results of 20 studies were analyzed, which included a student population that was intervened through questionnaires about their lifestyles in school systems Results: It was found that students have unhealthy habits, 40% of students do not exercise, 90% of students consume junk food and 1 out of 5 students have mental health disorders. All of the above is striking, since being students of health sciences, it would be assumed that they practice healthy lifestyles, however, their knowledge has been little applied. Conclusion: Lifestyles and school performance are a problem that worries students, parents, teachers and authorities, not only in our country but also in other countries of the world.

Investigation Motivation in School Performance of Students with Intellectual Disabilities: Views of General and Special Education Teachers

Investigation Motivation in School Performance of Students with Intellectual Disabilities: Views of General and Special Education Teachers