Abstract

The paper will discuss research insights into student academic goals. Cognitive psychologists have found that effective goal setting procedures involves establishing specific and challenging learning objectives. Students who set difficult goals must be persistent while facing the risk of potential failure that could diminish their intrinsic motivation. Teachers can encourage students to take academic risks by having a supportive classroom climate, creating interesting course work, affirming creative thinking and self-directed goal setting and offering relevant feedback on assignments.

Abstract

Children’s social relationships have been linked with various indicators of their school engagement. This overview of the current literature examines evidence concerning the processes through which children’s relationships with teachers, parents, and peers positively or negatively contribute to children’s engagement in school. In this paper, we advance the argument that peers have a more direct and substantial influence on children’s school engagement than either teachers or parents. Moreover, we contend that the influence of parents and, to a lesser extent, teachers on children’s school engagement is more often circuitous than direct. Specifically, we argue that parents and teachers impact children’s peer relations, which, in turn, bear on children’s school engagement.

Abstract

Archival records of 43 children referred for diagnosis and treatment for academic difficulties were examined.  Results revealed a significant difference for age at first referral and diagnoses.  Those with disorders such as learning disability and severe emotional disturbance tended to be older, while the ADHD and dysthymic disorders tended to be younger. Similarly, there was a significant difference for grade at first referral and diagnoses.  Again, those with disorders of learning disability and emotional disturbance were in higher grades, whereas the ADHD and dysthymic disorders were in lower grades.  There were no significant differences for WISC-III IQs or indexes. Nor was gender a significant variable.

Abstract

Learning styles has a big contribution to the academic performance of a student.  Awareness of one’s learning styles will help a person maximize his potential in accumulating learning to the best of his ability with the use of his preferred learning styles.  The teacher’s awareness of the student’s learning styles will help him/her select teaching strategies that would maximize the student’s learning potential.

This descriptive research analyzed the learning styles of the sophomore students of PUP Laboratory High School. Specifically, the researchers sought answers to the following sub- problems:

• What is the description of the respondents in terms of selected personal variables?
• What is the academic performance of the respondents?
• Is there a significant difference in the academic performance of the respondents when group according to the selected personal variables?

Findings show that there are more female students than males; that most of the respondents came from families having Php5001-10,000 monthly family income; and, that although they use varied learning styles, the most dominant is the auditory learning style. Academically, students are average learners. Their academic performances significantly differ when group according to gender, socio-economic status, and learning styles.With these findings, the researchers recommend that the PUP-LHS should maintain academic and non-academic programs which addresses the strengths and weaknesses of students of both genders; that the school should be involved more with the community programs to know clearly the socio-economic status of students; that there should be intensive trainings  which will enhance the auditory skills of both the teachers and the students; and, that the students should also be responsive to the PUP-LHS’ commitment  in giving the best educational services for them to improve their academic performance.  Follow-up studies are also being recommended.

Abstract

Changes in the world economy, transportation and communication are resulting in increased levels of interdependence among individuals, groups, organizations, communities, and societies. Students can be from many cultures, ethnic groups, language groups and religions as well as from different economic social classes and ability levels. At the same time there are differences between disciplines in teaching - learning which creates patterns of interaction that result in diversity being valued or rejected and impact on the kind of attitudes and values one develop. Pluralism and diversity among individuals creates an opportunity, but like all opportunities, there are potentially either positive or negative outcomes. When diverse students are brought together, whether the diversity results in positive or negative outcomes depends largely on how learning situations are structured competitively, individualistically or cooperatively. While our nation is undergoing a particularly turbulent time, it has become prime requirement to inculcate in the young minds the values of cooperative learning. With these theoretical assumptions the author of the present study aimed at finding out the nature of learning behaviour (cooperative, competitive and individualistic) among the post graduate students of the three disciplines of Calcutta University. Data has been collected from 120 university students. The statistical treatment has been restricted to ANOVA and t-test. Data based fact highlighted marked specificity of learning behaviour (cooperative, competitive and individualistic) with respect to gender and discipline of the university students.

Abstract

Reasoning and learning are closely related, both being the methods of solving problems, learning usually results from the process of reasoning. All inventions, discoveries, art, literature and advances in culture and civilization are based on thinking, reasoning and problem solving capacity of human being. A sound reasoning leads to better adjustment of the child with the environment; and it also controls his total behaviour. The present research is proposed to measure the reasoning abilities of the students with developed tool by the researcher called ‘Battery of Reasoning Test’ (BRT). The test was divided into four parts and consists of 80 items. The reliability of the test was 0.86. A ‘survey’ approach was adopted to test the reasoning abilities of the students studying in Hyderabad, capital city of Andhra Pradesh.  The pilot study was conducted on a sample of 100 students from five schools. A sample of 400 students was selected from twenty schools for the final study which comprises 200 boys and 200 girls from the private and government schools. The study revealed that boys performed better than girls in reasoning ability. It is also found that private school students have better reasoning abilities than government school students. In the further detailed analysis, it is found that the boys studying in private schools are performing better than their counter parts that are girls of private schools, boys of government schools and girls of government schools on BRT test. The lowest mean score on BRT was found among the girls studying in government schools. Therefore proper care should be taken to develop reasoning power of girls and particularly students studying in government schools.

Abstract

This study focuses on discrepant achievers, that is, over achiever and under achiever in relation to certain personality factors among the primary school students.  In the present study, the investigator has adopted the correlation method of normative survey research design.  The data were collected into two phases for the present study.  In the first phase, the data were collected from 500 samples from the identified schools using the Intelligence test battery. And for achievement, the marks secured by the samples in the annual examination were taken into account.  After completing the first phase of the data collection, the discrepant achievers that is, under and over achievers were found out using the quartile ranking method.  Accordingly, there were 40 under achievers and 48 over achievers found out and they were labelled as discrepant achievers.  Hence, these 88 samples were subjected to second phase of data collection.   As in the second phase of data collection, the data were collected from the identified discrepant achievers using children’s personality questionnaire. Finally, it is concluded that the personality traits of the selected primary school students does affect their scholastic achievement.