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Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial  [PDF]
Hugo Cogo-Moreira, Clara Regina Brand?o de ávila, George B. Ploubidis, Jair de Jesus Mari
PLOS ONE , 2013, DOI: 10.1371/journal.pone.0059984
Abstract: Introduction Difficulties in word-level reading skills are prevalent in Brazilian schools and may deter children from gaining the knowledge obtained through reading and academic achievement. Music education has emerged as a potential method to improve reading skills because due to a common neurobiological substratum. Objective To evaluate the effectiveness of music education for the improvement of reading skills and academic achievement among children (eight to 10 years of age) with reading difficulties. Method 235 children with reading difficulties in 10 schools participated in a five-month, randomized clinical trial in cluster (RCT) in an impoverished zone within the city of S?o Paulo to test the effects of music education intervention while assessing reading skills and academic achievement during the school year. Five schools were chosen randomly to incorporate music classes (n = 114), and five served as controls (n = 121). Two different methods of analysis were used to evaluate the effectiveness of the intervention: The standard method was intention-to-treat (ITT), and the other was the Complier Average Causal Effect (CACE) estimation method, which took compliance status into account. Results The ITT analyses were not very promising; only one marginal effect existed for the rate of correct real words read per minute. Indeed, considering ITT, improvements were observed in the secondary outcomes (slope of Portuguese = 0.21 [p<0.001] and slope of math = 0.25 [p<0.001]). As for CACE estimation (i.e., complier children versus non-complier children), more promising effects were observed in terms of the rate of correct words read per minute [β = 13.98, p<0.001] and phonological awareness [β = 19.72, p<0.001] as well as secondary outcomes (academic achievement in Portuguese [β = 0.77, p<0.0001] and math [β = 0.49, p<0.001] throughout the school year). Conclusion The results may be seen as promising, but they are not, in themselves, enough to make music lessons as public policy.
DEMOGRAPHIC CHARACTERISTICS AS CORRELATES OF ACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS  [PDF]
Maliha Nasir
Academic Research International , 2012,
Abstract: This study was designed to find out the relationship of demographic characteristics with academic achievement of university students. The relationship of selected demographic characteristics including gender, age, location of residence, household income and parents’ education with academic achievement was examined. Correlation analysis was performed to measure the relationship among the variables and regression analysis was performed to examine the predictivesignificance of demographic characteristics for academic achievement. Results indicated a significant correlation between academic achievement and demographic characteristics. The model of demographic factors was found significant predictor of academic achievement ofuniversity students which accounted for 1i% variance in academic achievement.
The Balance Score Card for the Design and Validation Instrumens to Measure the Academic Teachers′s Achievement and Performance
Education , 2012, DOI: 10.5923/j.edu.20120207.01
Abstract: The evaluation of faculty work is critical for the university accreditation. Moreover, particularly sensitive to this related tendency of faculty work evaluation; it is necessary to go beyond the knowledge factor and concentrating more in the degree of satisfaction of the stakeholders included in the process of university education. In this context, this research aims to design and validate the instruments directed to explore the internal academic environment of the faculty at the Centro Regional de Veraguas, Universidad Tecnologica de Panama; considered as dimensional axes to the organization, development, and the psycho-pedagogic properties of academic work. For the present research, the BSC methodology was used in different stages of strategic planning and program evaluation. The Delphi technique was used to validate the content and the construction of the instruments. The validation of the reliability value was established by the Cronbach's alpha value by using the SPSS for analysing the data.
CEREBRAL PALSY AND MUSIC ACHIEVEMENT  [PDF]
Miodrag L. STOSHLJEVIKJ,Fadilj N. EMINOVIKJ,Radmila M. NIKIKJ,Gordana I. ACHIKJ
Journal of Special Education and Rehabilitation , 2008,
Abstract: Pupils with cerebral palsy attend elementary education accordind to a regular and special teaching plan and program. Regular school curriculum was reformed in 1992, while special plan and program has not been changed and adapted according to pupil’s needs and capacities. Music is one of the best means of expressing oneself and plays a very important role in the development of every child, the child with cerebral palsy in particular.In order to test the possibility of pupils with cerebral palsy, with and without mental retardation, to apprehend the actual program content, we have conducted research on musical achievement of children with cerebral palsy. During 2007 a research was carried out, on the sample of 27 pupils with cerebral palsy and mild mental retardation who attended classes in the school “Miodrag Matikj”, and a sample of16 students with cerebral palsy without mental retardation who attended the school “Dr. Dragan Hercog” in Belgrade.Results of the research, as well as analysis of music curriculum content, indicated that the capacities of students with cerebral palsy to carry out the curriculum tasks require special approach and methodology. Therefore, we introduced some proposals to overcome the difficulties in fulfilling music curriculum demands of those pupils. We made special emphasis on the use of computer based Assistive technology which facilitates the whole process to a large extent.
AN ANALYSIS OF SOCIETAL EXPECTATIONS IN ACADEMIC ACHIEVEMENT IN DISTANCE LEARNERS
Dr Amtul Hafeez Choudhry,Saba Qanbar
International Journal of Social Sciences and Education , 2011,
Abstract: The data was collected through structured questionnaires designed separately for two populations. The data was analyzed and the results were converted into percentage and mean scores. The major findings are that students agreed that Today Distance education is the demand of people and concept distance education is changed due to new technology. The major hindrance in academic achievement is may be finance. Which were according to the objectives. The major conclusions were consisted that distance education fulfills the learning needs of the society. Distance education shared the financial burden of parents. A societal expectation is dire need of the distance learning. Parents accept societal expectation about their children’s study.It was recommended and suggested that societal expectation should be high because societal expectation plays a key role in student’s academic achievement of distance learners. Societal expectations should be positively focused for academic achievement because societal expectation and academic achievement are related with each other. There should be a financial source because the major hindrance in academic achievement is finance. Parents should accept correlated societal expectation about their children’s study. Societal expectations should be skyscraping because societal expectation is dire need of the distance learning.
Peer relationships and academic achievement  [PDF]
Krnjaji? Stevan B.
Zbornik Instituta za Pedago?ka Istra?ivanja , 2002, DOI: 10.2298/zipi0204213k
Abstract: After their childhood, when children begin to establish more intensive social contacts outside family, first of all, in school setting, their behavior i.e. their social, intellectual, moral and emotional development is more strongly affected by their peers. Consequently, the quality of peer relationships considerably affects the process of adaptation and academic achievement and their motivational and emotional attitude towards school respectively. Empirical findings showed that there is bi-directional influence between peer relationships and academic achievement. In other words, the quality of peer relationships affects academic achievement, and conversely, academic achievement affects the quality of peer relationships. For example, socially accepted children exhibiting prosocial, cooperative and responsible forms of behavior in school most frequently have high academic achievement. On the other hand, children rejected by their peers often have lower academic achievement and are a risk group tending to delinquency, absenteeism and drop out of school. Those behavioral and interpersonal forms of competence are frequently more reliable predictors of academic achievement than intellectual abilities are. Considering the fact that various patterns of peer interaction differently exert influence on students' academic behavior, the paper analyzed effects of (a) social competence, (b) social acceptance/rejection, (c) child's friendships and (d) prosocial behavior on academic achievement.
Student self-esteem and academic achievement  [PDF]
Milo?evi? Nikoleta M.,?evku?i? Slavica
Zbornik Instituta za Pedago?ka Istra?ivanja , 2005, DOI: 10.2298/zipi0501070m
Abstract: There is a growing belief that academic achievement is the product of a complex network of teacher-student relations, where the identity of successful and unsuccessful student is developing with high, moderate or low self-esteem level. Self-esteem is most often defined as a conscious cognitive-affective expression of self-evaluation which is one of the most immediate indicators of self-concept integration degree. A number of authors view high self-esteem level as an important prerequisite for high academic achievement. In contrast, academic achievement and other experiences related to teaching and learning are considered to exert significant influence on self-esteem and a student should be successful at school first so as to develop a positive self-image and his academic abilities. The debate on what comes first - self-esteem or academic achievement - is in its character more academic than practical. This claim is supported by an increasing number of studies indicating the dynamism and reciprocity of correlation between academic achievement and self-esteem. The paper gives recommendations for educational practice to promote self-esteem and development of personal and social responsibility, which contributes to better student academic achievement. It is pointed out that teacher education in the field is necessary and that self-esteem and responsibility must become essential segments of curricula. Teacher is expected to become sensitive to the needs of students who are at risk to be unsuccessful and to largely apply cooperative learning methods. Findings demonstrate that cooperative learning either sustain or increase student self-esteem, whereas traditional teaching methods, in general, lead to its decline. Cooperative relations improve student self-image in respect of academic abilities and social interactions. Positive feedback, peer support, more frequent experience of learning achievement leads mainly to general increase in self-esteem and feeling of competence.
Relationship Between Student Characteristics and Academic Achievement in Distance Education and Application on Students of Anadolu University
Dr. Hulya ERGUL Anadolu University, TURKEY
The Turkish Online Journal of Distance Education , 2004,
Abstract: Relationship Between Student Characteristics and Academic Achievement in Distance Education and Application on Students of Anadolu University Dr. Hulya ERGUL School of Civil Aviation Anadolu University TURKEY ABSTRACT This study emphasizes on relationship between academic achievements and student characteristics like demographic properties (age, gender, employed/unemployed), self-efficacy beliefs of distance education, self-regulation, and achievement goals for distance education. Sampling of the study comprised of 124 freshmen year distance education students. Data are presented regarding the relationships between self-efficacy of distance education and academic achievement. Self-regulation and achievement goals of students were not correlated with academic achievement, significantly. Boy and girl students were differing significantly with respect to self-regulation. A significant relationship was seen with respect to self-efficacy of distance education, self-regulation and achievement goals.
Peer acceptance/rejection and academic achievement  [PDF]
Spasenovi? Vera Z.
Zbornik Instituta za Pedago?ka Istra?ivanja , 2003, DOI: 10.2298/zipi0335267s
Abstract: Considerations of the nature and role of peer relations in child development indicate that peer interaction is an important factor in developing social and cognitive competences. Peer relations not only influence current but also subsequent academic, behavioral and emotional development. Accepted students more often display better academic achievement, whereas the status of rejection is coupled with academic difficulties and lower academic achievement. Peer rejection is a relatively stable characteristic that can be used to predict difficulties in the years to come, such as repeat of a grade, early drop out, unjustified absences, adaptability problems etc. It is considered that correlation between academic achievement and peer group status is mediated by student social behavior at school. The quality of peer relations and academic achievement are mutually influential i.e. peer acceptance serves as a social resource that facilitates academic achievement, but academic achievement has effects on student acceptance. To help students who display difficulties in social relations, various intervention programs have been well thought of so as to contribute to interpersonal efficiency promotion. Concerning interdependence of social behavior, peer status and academic achievement, it is reasonable to expect that positive changes in behavior, frequently leading to the change of rejection status, will produce, directly or indirectly, positive effects on academic achievement too.
InformalL Contacts of Education Faculty Students and Correlate to Their Academic Achievement  [PDF]
Sedat YüKSEL
Journal of Kirsehir Education Faculty , 2009,
Abstract: The purpose of this study is to determine the informal contacts of educat on faculty students and these informal contacts correlate to their academic achievement. This study was conducted with 285 students at the Uluda University Education Faculty and Gazi University Gazi Education Faculty, departments of Teaching of English Language and Guidance and Counceling. This research revealed that students’ contacts with faculty are not adequate level. Students have some negative thoughts about the their department and they are not participate social activities. Later, althought professors’ behaviors to students are positive, students thinks that they can profit by these informal contacts. Finally, it was not found a correlate between academic achievement and informal contacts.
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