i-manager's Journal on Educational Psychology (JPSY)


Volume 6 Issue 1 May - July 2012

Research Paper

The Parenting Challenge: Selecting Technology and Non-Technology Interventions for Children with Autism Spectrum Disorders

Demetria Ennis-Cole* , Cheryl Parkman**
* Associate Professor, University of North Texas.
** Doctoral Student – Education Administration, University of North Texas.
Demetria Ennis-Cole and Cheryl Parkman. The Parenting Challenge: Selecting Technology And Non-Technology Interventions For Children With Autism Spectrum Disorders. i-manager’s Journal on Educational Psychology, 6(1), 1-10. https://doi.org/10.26634/jpsy.6.1.1876

Abstract

Autism is a Spectrum of Disorders (ASD) that affects 1 in 88 children. The issues and decisions parents face are almost insurmountable depending on the child’s diagnosis, available interventions, the knowledge of parents, proximity to professionals and interventions, financial resources, and the individual needs of the child. There is no cure for ASD; it persists over an individual’s lifetime. As a result, the role of parents is expanded and direct caregiving, decision-making, and supervision continue into the child’s adult years. Parents find themselves involved in advocacy, education, intervention planning, and technology selection and use.  Most parents actively seek interventions to help their children with ASD gain functional, behavioral, social, and academic skills. Without supportive parents or caregivers, many children with ASD are unable to function independently, and the quality of their lives is greatly diminished. This article describes technology uses in ASD and parental concerns.Findings from this descriptive study reveal the technologies parents are using, the needs and issues of families, and demographic data. Participating families were recruited from online discussion groups and through the assistance of the Interactive Autism Network (IAN) Project at the Kennedy Krieger Institute, Baltimore, Maryland.

Research Paper

A Comparative Study of the Academic Stress and Depression among High School Girl and Boy Students

Ali Khaneh Keshi* , Basavarajappa**
* Ph.D Research Scholar, DOS in Psychology, University of Mysore.
** DOS in Psychology, University of Mysore.
Ali Khanehkeshi and Basavarajappa (2012). A Comparative Study of The Academic Stress and Depression Among High School Girl and Boy Students. i-manager’s Journal on Educational Psychology, 6(1), 11-20. https://doi.org/10.26634/jpsy.6.1.1878

Abstract

This paper compares the difference between boy and girl high school students of 1st grade to 3rd grade in academic stress and depression. Using a random stratified sampling 120 girl and boy students (60 girls and 60 boys) were selected from 1st grade (n=40), 2nd grade (n=40) and 3rd grade (n=40) high school students. In this study gender and grades have considered as independent variables and academic stress and depression were dependent variables. A scale for assessing academic stress (SAAS, Sinha, Sharma and Mahindra, 2001) and children depression inventory (CDI, Kovacs, 1992) were used for collecting data. To analyze of data statistics such as mean, SD, Pearson’s coefficient of correlation and regression homogeneity to test of variance’s homogeneity, and multivariate analyze of variance (MANOVA were used). Results showed that the effect of gender on combined dependent variables (academic stress and depression) was statistically significant (Wilk’s Lambda=.367; F (12, 103) = 14.81, p=.000; Eta=.63); the effect of grade on combined dependent variables was statistically significant (Wilk’s Lambda=. 708; F (24, 206) = 1.98, p=.05; Eta=.16); The mutual interaction of gender and grades on combined dependent variables was not significant (Wilk’s Lambda=.774; F 24, 206= 1.71; p=.272; Eta= .12). The effect of gender on academic stress and its subscales (Wilk’s Lambd=.648; F 6, 113=10.23; p<0.05; Eta=.35); and depression and its subscales (Wilk’s Lambd=.495; F6, 113=19.22; p<0.05; Eta=.51) was statistically significant. Further the effect of grades on academic stress was significant but the effect of grade on depression was not significant. Finally the study concluded that there was a significant difference between boy and girl students in academic stress and depression.

Research Paper

Remedial Instruction to Enhance Mathematical Ability of Dyscalculics

S. Praveen Kumar* , B. William Dharma Raja**
* Assistant Professor, Bethlahem College of Education, Karungal, Kanyakumari District, Tamil Nadu, India.
** Assistant Professor (SS), Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu, India.
S. Praveen Kumar and B. William Dharma Raja (2012). Remedial Instruction to Enhance Mathematical Ability Of Dyscalculics. i-manager’s Journal on Educational Psychology, 6(1), 21-28. https://doi.org/10.26634/jpsy.6.1.1880

Abstract

The ability to do arithmetic calculations is essential to school-based learning and skill development in an information rich society. Arithmetic is a basic academic skill that is needed for learning which includes the skills such as counting, calculating, reasoning etc. that are used for performing mathematical calculations. Unfortunately, many students in today’s schools do not perform well in mathematics. It is found that most of the children lack the ability to acquire arithmetic skills despite having average or even above average level of intelligence. Dyscalculia is the learning disorder in which pupils face severe difficulties in performing mathematical computations. It is essential for schoolchildren need to develop the mathematical abilities through the use of different learning strategies or techniques. The use of instructional media is an essential component of teaching-learning process which contributes to the efficiency as well as effectiveness of the teaching-learning process. Remedial instruction has a very important role to play as a differentiated instruction which employs different instructional techniques through the use of different instructional materials. The use of such techniques and materials in the classroom encourages active learning and meets the diverse needs of the learners. Certain research studies (Ota, 2008; Moomaw and Coup, 2008; Michaelson and Thomas, 2007; Lugo, 2005; Mohankumar & Rajaguru, 2001; Mishra, 1991; Nwaizu & Ifeanyi, 1991) reveal that the vast majority of problems experienced by mathematically disabled learners can be through appropriate, explicit and early instruction and intervention. The present investigation examined the effectiveness of remedial instruction in enhancing mathematical ability of dyscalculic children. The single group design was followed for conducting the study. The sample comprised of 46 dyscalculic students at the primary level. The tool used was a Mathematical Ability Test prepared by the investigators. ‘t’ test for dependent groups was employed for the analysis of data. The results of the study indicated that remedial instruction enhanced the mathematical ability of dyscalculic children.

Research Paper

A Study of Locale-wise Differences in Certain Cognitive and Non-cognitive Variables

Surjit Singh Puar*
Assistant Professor, Department of Education, PBI. University Regional Centre, Bathinda.
Surjit Singh Puar (2012). A Study of Locale-Wise Differences in Certain Cognitive and Non-Cognitive Variables. i-manager’s Journal on Educational Psychology, 6(1), 29-33. https://doi.org/10.26634/jpsy.6.1.1882

Abstract

The present study has been designed to investigate the locale-wise differences among high school students on the basis of certain cognitive variables like general mental ability and academic achievement and non-cognitive variables such as anxiety, emotional maturity and social maturity. The study was conducted over a sample of 400 (200 boys and 200 girls) high school students studying in Xth class in 8 different schools (4 urban and 4 rural) affiliated to CBSE, New Delhi. Dr Ahuja’s group test of intelligence, Sharma’s general anxiety scale for children, Singh & Bhargava’s Emotional maturity scale and  Dr Nalini Rao’s Social maturity scale were employed to measure students’ general mental ability, anxiety, emotional maturity and social maturity. The aggregate scores of the selected students in the C.B.S.E.board examination were taken to show their level of academic achievement. The results reported that Rural and Urban high school students differ significantly in their level of general mental ability and anxiety whereas no significant differences were found between them on the variables of emotional maturity, social maturity and academic achievement.

Research Paper

The Effects of High Stakes Testing on Teachers in NJ

Dr. Sylvia Bulgar*
Rider University
Sylvia Bulgar (2012). The Effects of High Stakes Testing on Teachers in NJ. i-manager’s Journal on Educational Psychology, 6(1), 34-44. https://doi.org/10.26634/jpsy.6.1.1883

Abstract

A great number of teachers in the United States have found themselves wrestling with an internal conflict between their teaching beliefs and a need to revert back to traditional modes of teaching in order to have their students demonstrate proficiency on high-stakes tests. While they want to include more non-traditional methods in their repertoire of teaching strategies, they fear that in implementing these methodologies their students will not be prepared for success on standardized testing. This paper examines why teachers experience this conflict, even when they have a commitment to non-traditional teaching strategies. Additionally, the data that is presented will demonstrate that students can and do develop computational skill, a necessity for achievement on standardized tests, in a learning environment that fosters inquiry, discovery and problem- solving.

Research Paper

Parental influence on psychological value perception of co-curricular activities: It’s links with improving personality traits of higher secondary students

G. N. Sunith Kumar* , S.Arockiasamy**
* Lecturer, Kerala University College of Teacher Education, Thiruvananthapuram, Kerala.
** Principal, Gnanamani College of Education, A.K. Samudram, Namakkal district, Tamil Nadu.
G.N. Sunith Kumar and S. Arockiasamy (2012). Parental Influence on Psychological Value Perception of Co-Curricular Activities: It's Links With Improving Personality Traits of Higher Secondary Students. i-manager’s Journal on Educational Psychology, 6(1), 45-52. https://doi.org/10.26634/jpsy.6.1.1885

Abstract

Co-curricular activities provide prospects for better youth development and growth experiences. These activities are particularly good at providing opportunities for students to work in teams, to exercise leadership, and to take the initiative themselves. The active participation of the students is required to reap out maximum benefits out of such activities. The present study utilized data from 1000 higher secondary school students to find out the influence of parental factors in perceiving the psychological values of co-curricular activities and in improving their personality traits. Findings indicated a negative influence of parents; however the psychological values of co-curricular activities exerted significant positive influence on the selected personality traits of higher secondary students. The results point out the need to ensure effective participation of students in co-curricular activities which could boost their personality.

Research Paper

Customer Satisfaction versus Infrastructural Facilities in the realm of Higher Education–a case study of Sri Venkateswara University Tirupati

Janardhan* , Mamilla Rajasekhar**
* Research Scholar, Department of Commerce, S.V. University, Tirupati, India.
** Professor, Department of Commerce, S.V. University, Tirupati, India.
G. Janardhana and Mamilla Rajasekhar (2012). Customer Satisfaction Versus Infrastructural Facilities in the Realm of Higher Education–A Case Study of Sri Venkateswara University Tirupati. i-manager’s Journal on Educational Psychology, 6(1), 53-68. https://doi.org/10.26634/jpsy.6.1.1888

Abstract

This article analyses the levels of students' satisfaction and how institution provides infrastructure facilities in the field of higher education. Infrastructure is the fastest growing segment of the higher education scenario. Universities play a very vital role in a country in terms of their potential. It contributes to employment and growth. The basic objective of this paper is to look for students' satisfaction in Sri Venkateswara University. After a careful study of academic standards in higher education, an attempt is made to assess the student satisfaction in different categories of university colleges with regard to infrastructure facilities such as class room and lab facilities, amenities in the hostel, library, sports facilities etc., A framework was developed to examine the satisfaction issues surrounding university. The framework looks at the important interlinks among demographic characteristics, behavior characteristics, infrastructural facilities and overall customer satisfaction. Students first form expectations of service performance prior to purchasing or use. The customer then compares the perceived performance to prior expectations. Customer satisfaction is seen as the outcome of this comparison. The study area for this study was Sri Venkateswara University, Andhra Pradesh. The sample respondents were administered questionnaires randomly. The results of the study show that: appropriate statistical analyses such as factor analysis, correlation analysis, multiple regressions, multivariate analysis of variance, and multivariate analysis of covariance were used to fulfill the respective objectives of the study. This study also tries to highlight the importance of students' satisfaction assurance of service providers and using quality equipments in education. This paper can be useful to the planners and marketers in formulating strategies to maintain or enhance their competitiveness when compared with other universities.