Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
Exploring Need for Enhancing Play Activity Time in School Settings for Holistic Development of Learners
A Survey Study on the Status of Life Skills of Secondary Students of Dakshina Kannada District
Effectiveness of Outdoor Teaching Activities on Basic Science Process Skills of Secondary School Students
Impact on Trainees Growth and Challenges during the Internship in B.Ed. Course
The Impact of the Lecture Approach on Students' Attitudes towards Chemistry: A Comparative Study of Overall, Cognitive, Affective, and Behavioral Dimensions
Role of Teacher as Classroom Manager
Effect of Academic Stress on Achievement Motivation among College Students
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
The Standing of Hands-On Learning in Education
Predictors of Academic Resilience among Students: A Meta Analysis
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
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.
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.
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.
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.
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.
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.
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.
