Home is the first and the most significant place for the child’s inclusive growth and development. It provides not only the hereditary transmission of basic potentials for the development of the child, but also the favourable environment in terms of interpersonal relationship and cultural pattern. However, education like in school, at home must also strive to achieve the desired objectives in principles with constructive ways of perceiving and making self meaning. Therefore, this book deals with the effect of home environment on academic achievement as an objective. This book specifically examines the extent to which home processes – homework habits, parental support and guidance, intellectual stimulations and parental expectations – affect students’ academic achievement. The study employed is mostly quantitative approach, though some aspects were dealt with qualitatively. The findings of the study confirm that homework processes have desirable effect on students’ academic performance.Therefore, the study recommends creating positive home environment by educating the parents on the importance of productive home environment.
Academic achievement is now considered as a glittering crown for the students. There are many factors which affect students’ academic achievement. Although these factors cannot be seen visually, but its impact can be felt in all spheres. One cannot underestimate the role of these factors upon achievement. With this background an attempt was made to study the association between parental encouragement and academic achievement of adolescents. The book also deals with the several factors associated with academic achievement of adolescents.
Financial Policies and Academic Performance of University Students is a presentation of the findings of a study conducted in Kenya by the author. The study, carried out at the Catholic University of Eastern Africa unveils some of the outstandingfinancial policies and their overall effect on the student academic life and progress. It is a must reader book for all students, parents and educational policy and decision makers.
Personality is one of the major concepts in the field of education; specifically in educational Psychology because it contributes a lot to academic achievement. A major part of coming to understand ourselves is developing a sense of what our personality types are. It is against this background that the researcher deemed it necessary to examine the relationship between secondary school students ‘personality types and academic achievement in Nigeria.
This book explores the influence of classroom communication process on students’ achievement in Kiswahili language. It examines nature of classroom communication process in terms of learner’s attitude, teaching styles, learning environment and feedback; teachers’ and students’ perspectives on classroom communication process in Kiswahili; difference between teachers’ and students’ perspectives on classroom communication process; gender differences in students’ achievement in Kiswahili language and relationship between teachers’ and students’ perspectives on classroom communication process and students’ achievement in Kiswahili language. The book also explores pedagogic implications of classroom communication process to policy and practice.
Achievement is considered as a key factor for personal progress. The whole system of education revolves around academic achievement. Academic achievement is the combination of ability and effort. Presumable ability being equal, that higher motivation, expertness and more effort will achieve higher grade. The need for achievement is a learned motive to compete and to strive for success. There are wide differences among individuals, their past experiences and in their motivation that is learned, which account for the need for achievement. The main intention of the study is to find the relation of academic achievement of IX class students with management, locality, gender, age, annual income, father education, mother education, father occupation, mother occupation, caste, size of the family, residence, personality and type of family. In this study different types of statistical techniques are used – Frequency Distribution Characteristics, Critical Ratio and One Way ANOVA. The present book is aimed to identify the influence of personality ad socio – demographic variables of IX class students. Data was collected from 300 IX class students in Chittoor district.
Academic Achievement: The Role of Stress, Self-Concept and Motivation. A must-read book for students, teachers, parents, researchers, practitioners and other relevant stakeholders in education. There is a global agenda of achieving education for all because of this, the curriculum has been enriched, infrastructure has been expanded to ensure higher academic achievement of students yet there is some evidence of low academic performance of students. The ability to afford education or go to school is not enough but having positive self-concept, the right motivation and the ability to manage academic stress is very critical for students' performance. The authors of this book introduce innovative ideas based on their research works and experiences along with other relevant theories and state-of-the art research works by experts in the field. The authors gathered current empirical studies from the work of expertise in the field to support their findings and discussions which make the book a recipe to read. Readers of the book may get insight on the roles academic stress, academic self-concept and academic motivation play in academic performance of students.
Teaching is a basic function of a university and in which all other functions are subsumed. This makes a teaching policy key in university education. The academic achievement at Amoud University declined drastically in 2010-2013 from 31.4% in 2010, to 45.1% in 2011, 46.2% in 2012, and to 51.8% in 2013, reflecting an increase of 4.75% each year. Yet the effect of teaching policy had not been isolated. The survey used a sample of 152 teachers and 760 students, in September to November, 2014. It established that teaching method (F [1, 111] = 11.230, p = .029); R = .794, R2 adj. = .596); students’ evaluation (F [1, 111] = 28.200, p = .038); R = .569, R2 adj. = .309), and teacher qualification (F [1, 111] = 4.56, p = .001; R = .640, R2 adj. = .383) significantly affect academic achievement. But teaching materials (F [1, 111] = .150, p = .699) do not. The study concluded that teaching policy has a significant effect on academic achievement at Amoud University. It recommends that the University revises its teaching policy to emphasize discussion, eclectic and technology aided methodologies; and evaluation methods that encourage students’ reflection, with the right blend of structure.
In the light of person environment fit theory it is assumed that it is the fit between the abilities and motivations of the individual on the one hand and the demands and expectations of the environment on the other, which determines the academic achievement of a young adolescent. The present study gives us an insight into the variables leading to this misfit/ fit between individual characteristics and his or her environment. The results of the study can be useful for parents, teachers, guidance counselors and educational planners.
This book provides a general understanding on the presence of relation ships between the academic performance and parental support, academic self concept as well as test anxiety among primary school students. The book introduces the various practical ways by which parents can help their children to improve the educational achievement and to reduce anxiety extents on tests. Moreover, the influence of parental education and family structure on the educational performance of children has been explained in this book. The book, in general, includes the very important issues that are proved with the help of various reliable and valid statistical methods. Therefore, it is helpful for the students of B.eD., M.eD, M.phill, M.A (Education) of different universities and colleges.
The purpose of this study was to identify the determinants of academic achievement in public and private primary schools in Saboti division of Trans-Nzoia West District with an aim of determining the causes of poor academic achievement. The study provided the background information and a better understanding of the determinants of academic achievement to educational planners, teachers, parents and all other educational stakeholders. Data was collected from four public and two private primary schools in the division with a total of 419 candidates out of the total of 1738 candidates in the whole division for the year 2007. Six Head teachers each from the selected schools participated. From the findings it was found that there was no relationship between the institutional factors and the academic achievement. On the other hand there was a significant relationship between the teacher factors, pupil factors and parental factors with academic achievement in Saboti division. Based on the objectives and the background of study, it is evident that there is need to provide educational inputs which will translate into good academic achievement in both public and private primary schools
The relationship between home-based environment factors and the academic achievement of students in selected secondary schools within in Guntur district is investigated. Samples were obtained with two hundred (200) students randomly selected from fifteen secondary schools. The four factors that were examined and statistically analyses were: parental socio-economic background, parental educational background, parental educational qualification, parental occupation and students’ academic scores. Diverse statistical tests were performed on the various data collected to establish statistical significance of the effects on students’ academic achievement. Parental socio-economic statuses and parental educational background did not have significance effect on the academic achievement of the students. However, the parental educational qualification and academic achievement of the students were identified to have statistical significant effect o the academic achievement of the students. The two variables that indicated significant influence do reflect nature of the student’ home environment and played notable role in the academic achievement of the respondents.
The book, Factors Affecting Academic Achievement provides review of literature of the various factors influencing academic achievement. This is supplemented by a study on academic achievement's relation with physical and mental health in twelve standard students. The book will be useful for parents, counselors, students and scholars in Education and Educational Psychology. Besides, policy makers will also find it useful.
The book shows a description about the impact and effects of poverty on educational development and success of secondary school children.It also describes the role of parental education and occupations in the achievements of their children. Joint and Nuclear family types definitely influence the children's academic excellence in different ways. Bonding with parents can also influence the success stories of students, this factor is also beautifully described in this book.
Study skills have long been the primary means by which school learning takes place outside the classroom through homework, assignments, and independent study on special projects and guided study under the supervision of a teacher or counselor. The students organize materials, drills, and exercises in order to master specific skills and formulate ideas in a way that can be evaluated by the teacher. The main intention of the study is to find the relation of study habits of Intermediate students with Gender, Management, Year of study, Locality, academic achievement, Caste, Age, Annual income, Father’s education, Father’s occupation, Mother’s education, Mother’s occupation, Type of family, Residence, Size of the family, Group of study. In this study different types of statistical techniques are used – Frequency Distribution Characteristics, Critical Ratio and One Way ANOVA. The present book is aimed to identify the influence of study habits with socio – demographic variables of Intermediate students. Data was collected from 320 Intermediate students in Chittoor district. The book is prepared to know the study habits of Intermediate students.
Science education is afield concerned with sharing science content and process,and the application of science have transformed the world through dramatic advances in almost all fields including medicine,engineering,computer science,agriculture,economics and the like. Secondary schools have to gear themselves to provide the required training in specific skills to meet the growing challenges of the world.Thus,this book tried to dress the way to go through major factors that affect General Secondary school students' academic achievement in science education,which is the fundamental one to the rapidly changing world.
Education is regarded as the potential instrument of social change that is thought desirable at a particular point of time. It is intended to bring about social upliftment, political awareness and promotion of economic growth of the masses in general. Governments of different countries have therefore taken up the responsibilities of universalizing school education and widening the access to tertiary and teacher education. It has been ensured not only in the constitution of most of the countries but also in the international charter of UNO and UNESCO. Academic achievement is of paramount importance, particularly in the present socio-economic and cultural contexts. There is a need to identify the psycho-sociological factors, which influence the academic achievement of D.Ed. students, in order to draw conclusions and suggest remedial measures and to improve appropriate skills. It is rather interesting to know which of the variables of self efficacy, emotional intelligence, achievement motivation, socio-economic status and socio-demographic etc contribute to the academic achievement.
Social and educational psychology have been concerned with analysing the variables that are both associative and predictive of adolescents’ academic achievement as high achievement is believed to indicate excellent performance in school and promote better opportunities for selection of preferred academic specializations and subsequent career selection. This longitudinal study was designed to determine the magnitude of the variables in predicting their achievements. Proposed model and competing model in this longitudinal study had consistently illuminated career aspiration as a more dynamic variable, both as a predictor and as a mediator between career-related construct and academic achievement. This study provides implications that schools, counsellors, teachers and parents can exert a powerful influence on the career development of adolescents as the school is believed to be the most important venue where students learn to bridge education and the world of work. Parents can also encourage and support their adolescents’ efforts to obtain good academic achievement by helping and supporting their career plan.
This book help us to know that Achievemt Motivation plays a vital role in all our achievement particular academic achievement. History stand on the witness and psychologically it is proved that people always become because of their achievemt motivation level, they face all the odds and become sucessful because of their aspiration and in modern system of education it is tthe factor whic supercedes all the factor so far achievemtn is concerned.This book made all efforts to know how a child of poor family may excel academically because of his achievement motivation level, how a female can go ahead to fmale becaude of motivation and how rural people can do better because of their desire and aspiration so in todays world which is full of compettion and information it is the motivation for achievement which can make a person distiungish and give every person his or her own personal identity because of his achievement motivation. I hope this book will give a beautiful path to all downtrodden class, backward class and depressed class students and all those who want to excel in his or her field.
Society has increasingly placed greater emphasis on the adacemic achievement of its citizens the world over. There is growing concern about lower academic achievement of learners at different levels.Competition for places in high achieving schools, organization of extra lessons, hiring of private tutors demonstrate the importance attached to high academic achievement. Schools are ranked according to pass rates achieved.Schools inspectors categorise schools as outstanding or unsatisfactory largely on the basis of learners' performance. Research conducted to find out causes of poor academic achievement has highlighted global factors such as school and home characteristics. This book goes a step further by presenting individual personality factor,self-concept to demonstrate its relationship with academic achievement among adolescents.Variables:gender, age, school location, school type are examined for their possible influence on academic achievement.This is a book for everyone; parents, learners, teachers, head teachers, academics,researchers. Read adolescents' voices about learning experiences. It is organized in sections. Simply go to the section of interest and read.
This is the first research work ever conducted to determine the perceived causes of low academic achievement in science in Senior High Schools in the Central Region of Republic of Ghana. The study examined among other things how schools, teacher and students’ factors considered in the work influence academic achievement of students. The major result established by the study indicate that teacher attitude to teaching science, large class size, teacher absenteeism, student’s motivation, teacher subject matter knowledge and student’s low entry grades, were the factors responsible for the low academic achievement of science students in the low achieving schools. In effect, the study recommends that, school heads should put in place appropriate strategies to monitor teachers absenteeism, and again G.E.S., M.O.E and PTA should supply teaching and learning materials and science equipments for effective teaching and learning in the low achieving schools.
To what do school leavers from secondary schools and Grade 12 students attribute their academic achievement? This book reports the findings of a doctoral research into female school leavers'' and Grade 12 students'' attributions for their academic achievement in secondary school at two research sites in Papua New Guinea. The study found that academic achievement in the study context is impeded and /or facilitated by internal and external factors. Internal impediments comprise three major factors: (1) psychological and/or emotional distresses they encountered whilst in school; (2) the nature of motivational goal orientations students pursued in academic settings and; (3) employment of ineffective learning strategies. External impediments comprise school factors and non- school factors. The factors facilitating academic achievement of Grade 12 students comprise: (1) the nature of their motivational goal orientations; (2) utilisation of self-regulatory learning strategies; and (3) the power of resilience.The external factors facilitating academic achievement comprise of school and non-school factors.
Undisputedly, education holds the master key as a criterion for selection in various walks of life. In spite of the facts that schools impart uniform classroom instructions to all students, wide range of difference is observed in their academic achievement. Failure in examinations has not only adversely affected academic process but also personal adjustment The thrust of this book was to make an honest attempt to set forth some of the prime factors influencing the academic achievement, namely socio-economic status and study habits. Results of this work have very important implications to the educational system. It is anticipated that some of the findings of the present book will help to improve the academic achievement of the students in various institutions.Relationship: Refers to how change in one variable result to change in another. Socio-economic status: it is a combined total measure of a person’s work experience and of an individual’s or family’s economic and social position relative to others, based on income, education and occupation. Study habits: it is a student’s way of studying subjects taught in school. Academic achievement: This refers to the student test scores.
Formal Education has been recognized as a dynamic instrument of change in Nigeria and today there is increasing awareness and quest for secondary and higher education. However, under achievement especially in compulsory, core school subjects (Mathematics and English)in secondary school have been a problem. This problem has been traced to poor study habit and adjustment in schools. This book therefore addresses relationship among student adjustment, study habit and academic achievement with the aim of determining if student adjustment predicts achievement better than study habit. It considers a sample of 600 senior secondary students from 20 secondary schools drawn from the population of Secondary Schools in Kano State. Using Eze and Odo Student Adjustment Scale, Bakare Study Habit Inventory, Student Achievement Test in English and Mathematics and with the aid of descriptive statistics and multiple Regression Analysis, it was found that Student Adjustment is more related to academic achievement than study habit. The book is useful to School Counselors, Teachers Psychologist,School Proprietors, Parent, Researchers and Educationist.
Students' Academic achievement in school depends on several factors.The headteacher's leadership is however the major factor determining the academic success or failure of students. This book explores the central roles the headteacher ought to play, including; teacher motivation, internal supervision and provision of the requisite facities. In the final analysis, the school is as good as the leadership provided by the headteacher. This book provides useful reading for educationists, policy makers,school managers and students of education.
University drop out is a serious worldwide problem. A statistical model was used to explain the discontinuation of university study. The overall discontinuation rate over the five year period was 12%, with the Faculty of Science and Technology having a higher discontinuation rate than the other faculties. There was no evidence of a dropout difference between Muslim students entering university from Islamic high schools and those coming from public high schools. The students discontinued most in their first or second year of study. Five primary causes of dropping out were: concerns about being enrolled in a non-preferred field of study, security, lifestyle, problems with time management, and problems caused by a break or change in an intimate relationship. With the purpose of reduce the discontinuation rate, the guidance before entering the university and during studying in the university could be more informative in effective ways.
This book is an effort to discover and find out the positive relationship among the three variables- motivation, self-efficacy and academic achievement of students- in the Pakistani context. It is discerned in this research that the feeling of self-efficacy is the most basic and important rung in the ladder of academic success with motivation serving the purpose of a significant intermediary. This study reinforces the role of parents and teachers as noteworthy in developing the self-efficacy beliefs of students which make them independent learners contributing to the reservoir of their intrinsic motivational level much needed for their academic excellence.
in the present study the researcher tried to identify the pupil with social and emotional problems by using standard questionnaire. The investigator has identified students with social and emotional problem with level of intensity those problems and divided into two groups as pupil with problematic and non-problematic. the study included demographic variables to examine their contribution on academic achievement along with other psychological variables i.e., emotional intelligence and study skills. study has significant impact of social and emotional problems, emotional intelligence and study skills on academic achievement. However, the emotional intelligence proved to be an important one as a mental process then study skill have added positive strength which played an important role in students academic achievement. The researcher believes that the research work has a great importance and help the teachers, psychologists, educators and education planners to take a define step to prevent social and emotional problem in order to improve academic achievement of the students.
Students that are classified as having an emotional and behavioral disorder (EBD) perform poorly both academically and behaviorally, and their performance usually does not to improve over time. There is a need to understand the effect of learning environments on the academic achievement and self-concept of this population. In this quantitative, archival study, academic achievement and self-concept scores were compared for middle-school students with EBD based on whether the students had been placed into a self-contained learning environment (SCLE) or a mainstreamed least restrictive environment (MLRE). Archived scores for academic achievement and self-concept were evaluated for students in an urban school district in South Carolina with highly qualified special-education staff members. Academic achievement scores and self-concept scores for 2007 were compared between the two groups, with 2005 scores used as a baseline.
A continued lackluster academic achievement in secondary schools in Teso South Sub-County, Busia County, Kenya was the heart of this study. The study was to investigate the implication of parental and teachers' involvement on students academic achievement in public secondary schools in this region. The specific objectives zeroed on communication, consultation, support and supervision and their influence on students academic achievement. This study was guided by Ecological Systems Theory advanced by Bronfenbrenner. The study used a survey design strategy with target population comprising of PTA representatives, principals, teachers and form four students. The research instruments used were questionnaires and interview schedules. Data was analyzed qualitatively and quantitatively. The results of the analysis were presented using tables, graphs and narrations. In a nut shell the study results revealed that parental-teacher relationship was low in majority of secondary schools in the region under investigation. Recommendations were made.