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
This study aims at determining the level of students’ satisfaction of learner support services in the study centres of NOUN -National Open University of Nigeria and whether the support services offered at the study centres have significant influence on the level of students’ satisfaction. A descriptive survey of ex-post facto research design was adopted for this research. Stratified random sampling technique was used in selecting two thousand, one hundred and sixty (2160) samples from eighteen (18) study centres; made up of three (3) study centres in each of the six geopolitical zones of Nigeria. Two hypotheses subjected to Percentile statistics, Friedman Rank Test and Post hoc Wilcoxon Rank Tests via SPSS version 20 at the level of .00 and .01 asymptotic significant level respectively were formulated and analysed in the study The results indicated symbolising significant differences among students’ in their satisfaction with learner support services provided by their study centres. Significant difference was also observed on the basis of the geopolitical zones, as learner support services were adjudged to be unsatisfactory in five study centres. Suggestions were offered on how to alleviate the identified problems
The present study has been designed to investigate the non-cognitive variables like anxiety, emotional maturity and social maturity and their relationship with academic achievement and also to see the locale-wise differences on the basis of their anxiety, emotional maturity and social maturity. The study was conducted over a sample of 400 (200 rural and 200 urban) high school students studying in Xth class in 8 different schools (4 urban and 4 rural) affiliated to CBSE, New Delhi. Dr Nalini Rao’s Social maturity scale, Singh & Bhargava’s Emotional maturity scale and Sharma’s general anxiety scale for children, were employed to measure students’ social maturity, emotional maturity and anxiety. The aggregate score of the selected students in the C.B.S.E.board examinations was taken to show their level of academic achievement. The results reported that there exists a significant relationship between social maturity and academic achievement as well as between anxiety and academic achievement. No significant relationship is observed between emotional maturity and academic achievement. Rural and Urban high school students differ significantly in their level of anxiety whereas no significant difference was found between them on the variables of emotional and social maturity.
Running Information and Communication Technologies (ICT) classes using Virtual Learning Environments s (VLEs) has become a high priority project for many educational institutions, as it offers opportunities for online education and support for conventional education. However, acquiring and deploying a VLE is a difficult task that concerns teachers’ responsibilities and their mindset. The primary author hasrun a series of studies to recognize pedagogical issues of applyingaVirtual Learning Environmentto support educational activities in school education.The main aim of the studies was to identify regarding the teacher’swork that illustrates his mindset and responsibilities during ICT classes in an Icelandic elementary school. The research was based up on the following research questions: a. Which issues influence the teachers’ role in using ICT to support school education? b. How do these issues affect his mindset and responsibilities during ICT classes? c. How can a teacher effectively manage these issues? These questions were viewed using a range of explicit techniques in an action research mode. Data was collected from three, triangulated, studies. The data was analysed and used to formulate a new set of research questions and a more advanced exploration using a following series of case studies. The research indicates that teachers are not always able to make full use of ICT because they lack self-confidence, time for preparation and skill to manage the technology inside the classroom.
This paper addresses the findings of a study conducted on identifying the psychological and socio-demographic factors contributing in completers and non-completers of distance learning program. A sample of 232 distance learners ranging in age between 25-45 years old participated in this study. For psychological factors, the Perceived Competence Scale (Williams & Deci, 1996) and Achievement Motivation Scale (Murray, 1983) were administered to them along with asking socio-demographic variables namely age, gender, disability, employment and marital status. Participants’ average scores in mid and final examination were used as their academic performance. Findings showed that completers of distance education have been found significant higher on perceived competence and achievement motivation (i.e. work, mastery, & competitiveness) than non-completers. Results also revealed that psychological variables of perceived competence and achievement motivation are significantly positively related with completers’ academic performance than that of non-completers. Furthermore, it was identified that the distance learners who were with younger age group, female gender, non-disability, nonworking conditions, and single status completed their program having higher academic performance. While non-completers’ academic performance was found more poor in older group, male gender, disabled, employed, and married students. On the basis of these findings, it is underlined that formulation of policies for distance education and curriculum should be based on consideration of these factors.
For identifying children with four major kinds of verbal learning disabilities viz. reading disability, speech and language comprehension disability, writing disability and mathematics disability, the present task was undertaken to construct and standardize verbal learning disabilities checklist. This checklist was developed by keeping in view the Indian school and social situations where school going children are being nurtured. For this, the data were collected from school teachers, parents, learning disabled and normal school children belonging to 9 to 15 years age group by adopting the procedure of purposive sampling technique at different stages. An item pool was developed initially by consulting various sources and theoretical and empirical literature available in the concerned area and organizing intensive discussions with experienced school teachers, teacher educators, parents of disabled children, teachers serving in special schools, psychologists, psychiatrists, pediatricians and educational counselors. This preliminary draft of verbal learning disabilities checklist was given to 35 field experts (experienced school teachers, teacher educators, teachers serving in special schools, psychologists, psychiatrists, pediatricians and educational counselors) to critically judge and evaluate the content accuracy, relevance, logic, duplication/repetition and coverage of the items. Items of checklist were again put to intensive evaluation so that the checklist only contain those statements/items which are highly capable of discriminating between a learning disabled child from a normal child without any learning disability. This was carried out by judging the consensus between teachers’ ratings and parents’ ratings in respect of learning disabled children. The reliability of the checklist was ascertained with the help of test-retest reliability (separately for teachers’ ratings and parents’ ratings) and inter-rater reliability (between teachers and parents’ ratings) by computing correlation indices. The validity of checklist was also ascertained and suggestive norms were developed for initial identification of children with verbal learning disabilities. These norms were developed by taking into account the expert advice of experienced school teachers, pediatricians, psychologists and psychiatrists and can be used just for referral to expert assessment and diagnosis of verbal learning disabilities among the school going children.
Education is the totality of the process within which the students experiences are structured in order to promote desired learning. Education is a plan and procedure for the development of an individual. Education helps to attain the goal of life of an individual. Student period is one of the important periods in life to plan their future. To achieve the goals of their study, mental health of the student is one of the important factors. Health is the condition of being sound in body, mind or spirit and especially free from physical disease or pain. Health is essential for good living. A sound mental health leads to peace and happiness to an individual. If the mental health of the student is good he can adjust himself with others in the school, home and society and he has confidence about his studies and career. The investigator made an attempt to study the Mental Health Status among Higher Secondary Students and give suggestions to improve the Mental Health Status of higher secondary students.
