Teachers Behavioral Attitude and Its Effect on Students Academic Performance

Section 1 1. 0 Introduction Learning is a lifetime process. Continues learning equips one as a student with a larger mastery of knowledge, a broader understanding of facts, a larger repository of wisdom, and a better insight on life that will make better individual responsible and upright human beings. On process of learning, students or learner is the center of education. Studying their different aspects of a student and their ways on attaining such goals will be of great impotance. As such, the extent of student’s learning in academics may be determined by the grades a student earns for a period of learning.

It is believed that a grade is a primary indicator of such learning. If a learner earns high grades it is concluded that they may also have learned a lot while low grades indicate lesser learning. However, many experiences and studies found out that there are also several factors that would account for the grades. No single factor can be definitely pointed out as predicting grades. It has been interplay of so many factors – gender, daily allowance, social status, time and interest. In fact, almost all of existing environmental and personal factors are a variable of academic performance.

Measuring of academic performance of students is challenging since student performance is a product of socio-economic, psychological and environmental factors. However, base on Bradley’s (1978) hypothesis that the individual are motivated to take credit for their successes and to deny responsibility for their failures in order to protect or enhance their self-esteem. Hence Bradley notes that students’ rating is a function of both their attitude and the interaction between them and their teachers.

This may be in the sense as suggested by Meighan (1978) that the students perceived teaching as more important than learning and teachers’ activity as more central than pupils’. This of course contradicts the official rhetoric of educational writing and debate that makes the claims for the pupils’ welfare as the central focus, Meicghan argues further(Meighan 1978,86). Goos (1982) also found out that many students over the years develop a negative attitude not only to school and subject materials, but also to teachers in general.

Such students often find it difficult to relate to teachers and more often they attribute many of their difficulties to “poor teaching” and “rotten Instructors” (Goos 1982,121). Base on the above assertions, this study therefore aims at finding the factors, which are responsible for student’s inelastic behavior towards study along with identifying those factors, which help a student to make progress in his studies with specific emphasis on teachers’ behavioral attitudes as it affects students’ academic performance. . 1 statement of problem On attaining Independence status as a nation in 1960 what seemed a major concern to most Nigerian leaders then was how education would be accessible to all citizens of the newly created nation. Education was seen as the necessary instrument immediately and essentially for the consolidation of the independence, for securing the new nation against neocolonialism and for making workable the newly established self government in a multi-ethnic society.

Mass education, at least to the level of literacy, was also seen by the Nigerian leaders to be necessary to create a proper foundation for a democratic government (Best, 1984) The desire to use education for nation building was (and is still) very compelling and so much was the faith in education that the schools of the nation were not only meant for political socialization but also for other social functions like education and for economic growth.

Despite the commendable motives which seemed to justify the very “high cost of the expanded education programmed of the late Nigeria, most Command schools in Nigeria are not really effective engines for the diverse functions for which they are set up. The performance of the schools as attested to by the academic performances of the students especially at the secondary school level have been rather very disappointing. The situation actually tends towards threatening the future of the schools.

Apart from command schools, the reports of the many studies and surveys (for example, the 1980-1984 Statistics of Education by the Federal Ministry of Education, Lagos report published in the Times Publication (Nigeria) of September 15, 2006 and the one in the Nigerian Guardian of February 2, 2009) and the many recent editorials in many Nigerian dairy newspapers all point to the academic performances of Nigerian secondary school students which have been on the decline for some times now. This declining trend has become a concern for the researcher.

As a matter of fact many soldiers living in the Barracks would rather prefer to enroll their children in to civilian schools than to send them to command schools at a relatively cheaper rate. The failure of command schools is thus indicating that the health and the well-being of the future of these schools may be in jeopardy. It therefore becomes a concern to the researcher as to the reason why students’ performance have been in continuous decline despite the improvements and advances learning facilities that are now available in our age.

Although the researcher may not be able to cover a larger portion of the subject matter’ he however hopes that this study will expose him to a larger scope for future research. 1. 2purpose of study During the past several years a number of valuable studies have been added to existing body of knowledge developing various models to assess the student performance however most of the studies relied on the advanced developed societies as their setting. This study therefore aims at 1.

Determining the factors that affect the academic performance of secondary school student specifically in our context and particularly in Command secondary schools. 2. Determining the effects of teachers’ behavioral attitude on academic performance of students. 3. Determine to prefer possible ways in which students’ academic performance can be improved through a healthy teacher-student relationship. 4. And finally to quantify the relationship between the different factors that are considered responsible or affecting the students’ performance and also providing bases for further researches regarding student performance. . 3scope of study This study focuses on investigating teachers’ behavioral attitude and its effects on students’ academic performance. The scope of this work will be limited to three command secondary schools in Lagos. A survey will be conducted to collect information and responses of students, and teachers regarding factors affecting their performance. However it should be understood that the researchers would not by any means try to cover all the ariables that can influenced students’ academic performance hence the focus is on investigating teachers’ behavioral attitudes and how it can affect the education and performance of students according to needs and requirements. Literatures will also be reviewed on different factors that are expected to influence the student performance. 1. 4Significance The major contribution of this study lies in the demonstration of a large impact of the role of teachers on students’ performance.

The researcher also believes that by focusing on different factors that influence students’ performance, this will help teachers to improve on students’ academic performance by creating a healthy students-teachers relationship This study will also act as an antidote for the researcher who hopes to be a lecturer in command schools in future hence it will guide him on how to develop his character so as to make relevant impact on the students whom he will be opportune to teach.

It will also serve as an addition to existing literatures in the library 1. 5Limitation of Studies As it is often said, “there is no perfect research” so it may likely be with this research work. It is important to note that there are several factors that can affect a students’ academic performance. To embark on such a scope of work is still beyond the researcher’s capacity at this level hence only a single factor among the numerous factors that affects students academic performance will be researched into.

Base on this the researcher will have to recommend other areas for other people to research into or may have to further research into them in the future. It is also possible that some of the factors that have received significant attention in existing literatures will prove to be only weakly related to student performance in this study. Section 2 2. 0 Literature Review 2. 1 Introduction Education is the most essential factor and the pride of every nation. As such the future of any country is greatly determined by the quality of its educational sector.

But it is rather unfortunate that the educational system of Nigeria today seem to have been just a caricature of what it ought to be. This has been blamed on a number of factors such as poor instructional strategies by the teachers. That is, the students probably perceived teachers’ instructional strategies or generally the teacher-pupil relationship or inter action through the medium of instruction more importantly for their academic success than any other school-related factor presented to them.

The emotional climate for learning provided by the teacher whether in the attitude or considered by the student will be more highly valued than any other factor in the school which may have effect on the academic achievement. Hence the researcher will in this chapter review literatures on factors that affect students performance. 2. 2 Students-Teachers Relationship and effects on Academic Performance All of the research reviews support the hypothesis that student performance depends on different socio-economic, psychological, environmental factors.

The findings of research studies focused that student performance is affected by different factors such as learning abilities because new paradigm about learning assumes that all students can and should learn at higher levels but it should not be considered as constraint because there are other factors like race, gender, sex that can affect student’s performance. (Hansen, Joe 2000). Some of the authors even tried to explain the link between students achievements, economic circumstances and the risk of becoming a drop-out that proved to be positive (Goldman, N. Haney, W. , and Koffler, McDill, E. , 1989, Levin, H. , 1986) B. A Chansarkar and A. Mishaeloudis (2001), explained the effects of age, qualification distance from learning place etc. on student performance. On the contrary, Yvonne argue that the performance of students on the module is not affected by such factors as age, sex and place of residence but is associated with qualification in quantitative subjects. It is also found that those who live near the school perform better than other students.

Yvonne Beaumont Walters, kola soyibo,(1998) further elaborated that student performance is very much dependent on socio economic back ground as per their statement, High school students’ level of performance is with statistically significant differences, linked to their gender, grade level, school location, school type, student type and socio-economic background. Kirby, Winston et al. (2002) focused on student’s impatience (his time-discount behavior) that influences his own academic performance. Goethe found out that weak students do better when grouped with other weak students. As implied by Zajonc’s analysis of older siblings (1976,27) it shows that students’ performance improves if they are with the students of their own kind. There are often different results by gender, (Hoxby’2000, 96). Sacerdote (2001) finds that grades are higher when students have unusually academically strong room-mates. The results of Zimmerman (1999, 2001) were somewhat contradictory to Goethe idea but again it proved that students performance depends on number of different factors, it says that weak peers might reduce the grades of middling or strong students. (Alexander, Gur et al. 974; Fraser, Beamn et al. 1977) explained that some of the practices adopted by college administration in higher education like residential colleges or organized study groups also help to increases performance. Keeping in view all of the variables discussed by authors one discovers that they are just uncountable factors and projections that have been made regarding students academic performance. Again Maclean’s (1966) claim is consisted with this view in the statement that poor teaching methods and too much emphasis on unrealistic curricular objectives and contents may cause emotional block to learning. . 3 School Characteristics that Affects Students Academic Performance School-related characteristics which seem to have been ranked more highly than any other, is inadequate resource materials for teaching. Although this group of characteristics was ranked as number one by the many authors this nevertheless is an indication that the respondents of this study perceived this group of characteristics as the one that affect pupil academic performance the most. Inadequate resource materials for teaching are indeed a major problem in Nigeria.

A Nigerian Times Publication of September 15, 1990 reported findings of a research commissioned by the World Bank and the British Overseas Development Administration stating that many institutions in Nigeria do not make available to school pupils textbooks, appropriate reading materials, library and laboratory facilities. The perception of a situation of this nature as having the most effect on pupil academic performance or as responsible for the high rate of academic failures among students is supported by Maclean’s (1966, 32) who claim that difficulties expressed by failing students may be due to lack of material information for learning.

A supposedly learning environment devoid of necessary learning materials will definitely result into learning difficulty and hence failure by the learner. Section 3 3. 0 Methodology 3. 1Introduction In this chapter the researcher will present the method that will be used in the course of this work. Amongst which is the population, sampling, procedure, validity, methods of data analysis and the administration of instruments. The researcher will use the descriptive method to gather data on how the behavioral attitude of teachers can affects the academic performance of students.

To achieve his goal, the researcher will employ both the primary and secondary methods of data collection. For the primary method, questionnaires will be developed and distributed amongst teachers and students of three selected school in the army command secondary schools. Meanwhile, the secondary method of data collection will be based on review of literature in the libraries. Views of various authors will be examined and analyzed so as to understand their opinions on the subject matter. 3. 2 Research Instruments In order to sample the opinions of the targeted audience, the researcher will employ the primary method of data collection.

Interview questions will be framed and questionnaires designed by the researcher and modified by the supervisor to sort the desired goal. A total of 120 questionnaires will be designed to sample the opinions of respondents. The questionnaires will be distributed in equal proportion to both teachers and students of the three selected command secondary schools in Lagos. Meanwhile the oral interview will be conducted only among the principles of these schools. 3. 3 Research Designs The questionnaires will be divided into three major parts. The first part will aim at collecting personal data of the respondents.

The second part will contain major questions demanding for the respondents’ opinions on the subject matter. The questionnaire will comprise both structured and unstructured questions. The unstructured (open-ended) questions will enable the respondents to freely express their own opinions without being guided by anyone. 3. 4Administration of the Instrument Being a soldier who has lived and served in some of these schools, the researcher has obtained permission from the authorities that are to carry out this research work in command secondary schools.

The principles of these schools and some teachers have also promise to give their maximum support to enable the researcher achieve his goal hence; the researcher will personally with the assistance of the principles administer the questionnaires to the respondents. 3. 5 Validity and Reliability of the Instrument. To ensure the authenticity and credibility of the instruments, the researcher with the assistance of the supervisor will carefully and designed the instrument so as to enable the respondents to express their minds without biases. 3. 6 Population of Study The population of study in this work will constitute of three selected ommand secondary schools in Lagos among who are students, teachers, and the principles. It this these group of person whose opinions will be sample in this work. 3. 7 Population Sampling The researcher will target one hundred and twenty (120) persons from the three selected schools. Out of the total population, the researcher will sample the opinions of ten(10) teachers including the principal of each of the schools. Meanwhile the rest of the questionnaires will be served only to final class students of the schools- thirty (30) questionnaires to each class of the three schools.

The researcher believes that these classes of persons are mature enough and so will be able to respond to the questions wisely. REFERENCES Bacharach, S. B. Bauer, 1986. The work, environment and the school. Teachers College Record. USA Winner Press. Best, J. H. 1984 Reforming America’s schools: the high risks of failure. USA. Teachers College Bradley, G. W. 1978. Self-serving biases in the attribution process: a re-examination of the fact or fiction question. Journal of Personality and Social Psychology Chansarkar B. A. and A. Michaeloudis 2001.

Student profiles and factors affecting performance New Jessie math. educ. sci. technol. Int. Gordon c. Winston, David 2000. Student Performance and Student Growth as measure of success: New Orleans, Louisiana. The American Educational Research Association, Little, L. F. and Thompson, R. 1983. Truancy: how parents and teachers contribute. ________ Lockheed, M. E. and Komenan, A. 1989. Teaching quality and student achievement in Africa: the case of Nigeria and Swaziland. Nigeria. Emann Press Ltd MacLean, I. C. 1966. Child Guidance and the School. London: Methuen & Co.

Ltd. Marsh, H. W, 1985. Self-serving effect (bias? ) in academic attribution: its relationship to academic achievement and self-concept. Journal of Educational Psychology in Nigeria. Meighan, R. 1978. A pupils’ eye view of teaching performance. Educational Review. Nigeria. National Open University. Okebukola, P. A. and Jegede, O. J. 1989. Determinants of occupational stress among teachers in Nigeria. Ilorin. Educational Studies Dpt Reinhart, M. H. 1976. Children -in conflict: education strategies for the emotionally disturbed and behaviourally disordered child.

Mosby, St. Louis. Sacerdote, Bruce. 2001. Peer effects with random assignment: results for dartmouth roommates The Quarterly Journal of Economics, Vol12 Rowe, K. J. and Sykes, J. 1959. The impact of professional development on teachers self conception. Teaching and Teacher Education. Kenya. Max Inc. Thompson, S. and Standfort, D. (1975). Student attendance and absenteeism. The Practioner Wehlace, G. G. and Rutter, R. A. 1985 . Dropping out: how much do school contribute to the problem. Teachers College Record. U. S. A. Boxter Press

Read more

Exchange Student in Japan

Being an exchange student in Japan is considered as a life-changing experience for me. It’s like a great prize I’ve been given. My whole experience so far has been abosolutely wonderful. Studying abroad is not a general education. It taught me life and gave me a lot experinces. Having a year during exchange allowed me to think out of the box and think deeply about what I desire to achieve in the future.

Moreover, I’ve learnt many new things such as Japanese language which has improved very fast as time has gone, solving problem skill, or receiving an education in another teaching style which is completely different from my home. I’m very thankful for everything. However, there were some problems and obstacles happened to me. I was experienced a bit of home sickness because it was my first time living really far from home so it was very hard at first. But I got recovered very quickly because I had nice friends and Kyoto people are very nice and welcoming. And other problems that I wasn’t expected before.

After I retuned home, I wish that I could use what I’ve learnt from this exchange program to fulfill and to lead my life to a better position.

Accomplishment of Objectives

1. Objectives and Significance: Describe the objectives and significance of the overseas study you implemented.

First, I would like to have an opportunity to learn new languages apart from English which could be a special skill in the future. I believed that being in a language society that we want to learn will improve language skills in real life rather than studying in Thailand. As I was being surrounded by Japapese language every day including speaking and listening in the right context. Language learning took place very quickly under these environments.

As the result, I am be able to communicate in Japanese even I’m not so fluently but it has improved much more than I expected. The second is I think that studying abroad would help me to open up the new worldview that I never had before both inside and outside classrooms. Studying in Japan gave me an experience with different education systems. There was an opportunity to choose courses that are not taught in Thailand and I got a very good education by studying in particular subjects with professors who have different teaching styles which are totally different from my home university.

This allows me to study more effectively in the new way and extend my ideas and attitutes. Third, I would like to have an opportunity to make friends with people all around the would who speak different languages and have different backgrounds so we could learn something new and exchange ideas, attitudes to each other because culture is more than just a language but include lifestyle, belief, values and habits of people in the society. I learnt how to communicate in new more ways. Not only speaking but also using body-languages and gesture in order to express my own opinions and to interact with people who have different background to understand others clearly.

And these have been developing my interpersonal skills. I feel like I could communicate easily with anybody right now. The last is I expected to improve myself to be more mature and more stronger. As when I was in Thailand, my parent always give me supports whenever I need help so that I want to practice to rely on myself and I want to try seeing things differently. Plus, I got a chance to discover new strengths and face new challenges including solving problems under unfamiliar situations. Finally, I returned home with a wider perspective and I’ve became more open-minded, confident in myself and choices I’ve made.

Future Perspectives

Describe briefly whether you could achieve your goals as they were initially planned. Also, explain clearly how to utilize the accomplishments of this opportunity, such as scholarly paper, dissertation or presentation at a conference.

As I’ve gained so many experiences and life-long knowledge from this exchange program, I wish these experiences could help me achieve my future goals which are the future career and I want to further my study abroad. When I was in Japan, I’ve seen the interesting study style and saw how other students do presentations in class. Therefore, I’ve got many interesting ideas and that was really attract me to continue my studies abroad because I think there’re so many things that I haven’t explored yet. Moreover, It helped me working on my dissertation more efficiently since I’ve talked to many professors in Kyoto university and they gave me a lot of suggestions about doing a dissertation.

Read more

Academic Skills for Students

The academic skill of a student is impacted by many different components: the acquired skills and experiences of the teacher, the development of new teaching techniques and reference materials, as well as the adaptive tools being used by the administration. These factors, in most cases, advance student achievement and encourage them to become better scholars. Though, there are instances whereas these factors are outweighed by the social aspects of a student’s life.

Aspects such as, home circumstances, parent attitudes and ambitions, and the surrounding environment whether it be nurturing or neglectful. The negative factors, most commonly occur in the more poverty-stricken families, wherein multi generational cycles of children, grow up starved of an environment where academia plays a role in improving one’s status.

If parents are operating within a framework wherein education is not of value, be it a biased against the educational system or the preconceived perception that education cannot and does not play a role in improving one’s socioeconomic status, nor that of their children, the child will be more likely to grow up with that same understanding, ending up at a grave disadvantage.

If we create or build an education system based the ideology of “one size fits all” and then create a structure within that ideology that is so rigid and not flexible to adaptability, we will leave the individual school and teachers without the ability to adapt the school to the needs of the student body and have just then reinforced the idea that education is not going to help said students in life.

These lower classes tend to be “gang” type societies where crime and incarceration rates among youth are higher than graduation rates. Children are influenced and brought up with the same beliefs as these gangs, meaning education is not of value, and owning a gun is more important that owning a textbook.

Home influences will always greatly affect the quality of education a child will receive. “Poorer children and teens are also at greater risk for several negative outcomes such as poor academic achievement, school dropout, abuse and neglect, behavioral and socioemotional problems, physical health problems, and developmental delays.” [American Psychological Association, 2011]

These outcomes can be also a result of the parents having prejudice against the education system, the child being forced to prioritize work over school in order to provide for their family, or even abuse within the home where, to a child, education won’t help them survive. In lower-class social groups parents tend to have the preconception that the education system is rigged and unable to impact them, or their child’s, life, then that ideology is passed down to the child.

When they have been influenced by this perception, a student won’t bother to strive in academic aspects, thusly, resulting in the focus being on social aspects. Many children in a lower socioeconomic class however, simply don’t have the ability or time to thrive in school. They are forced to work in order to feed their family or have to watch/take care of younger family members while their parents are at work; leaving no room for school or homework.

Some children are coming from more aggressive backgrounds where abuse is all they know and though exposure to violence affects all socioeconomic groups, adolescent from these lower-class backgrounds tend to have an increased exposure to it leading to a likelihood of violent tendencies. “Among urban black adolescents, retrospective reports of witnessing violence and victimization were the strongest predictors of current use of violence, such as involvement in fights and the carrying of weapons” [Durant, Cadenhead, Pendergrast, Slavens, ; Linder, 1994].

When children are subjected to aggression at a young age, the consequences can be extremely damaging to their development. “Exposure to violence has been consistently linked to antisocial behavior among youth” [Chelsea M. Weaver, Department of Psychology, University of Notre Dame, 2008].

When abuse is present in a child’s developmental stages, they will be highly likely to suffer due to physical and mental disabilities. Such mental disabilities include depression. “…family factors play a large role in depression. Research suggests that family factors also play a large role in absenteeism in school [Elizabeth Pessin, International Health Researcher, Educator and Mentor, 2015]. Depression can cause difficulties in or even the complete avoidance of school due to: overwhelming anxiety, general discontent, hopelessness, and an irregular student’s sleep pattern [Mayo Clinic, 2017].

When a student is suffering from these symptoms of depression, the idea that school is going to help them and improve their life is clouded. Leaving the child with no motivation to excel academically, which reinforces their view of their future being grim and bleak. There are, however, rare occasions where these circumstances push a student to excel.

Where the child is forced to improve in order to survive. Oprah Winfrey, for example, came from very rough beginnings, she even considered suicide several times. Yet, her suffrage led to her strength and helped her become one of the most successful and richest self-made women in the world.

Student who have parents that promote and actively foster their children’s talents, opinions, and skills are much more likely to succeed and flourish academically. This is because “strong, secure relationships help stabilize children’s behavior and provide the core guidance needed to build lifelong social skills.” [Eric Jensen, Founder of Brain-Based Teaching]. Those students who grow up environments where these type of relationships are present, they learn healthy social skills and proper emotional responses to all different types of situations.

However, children brought up in low-income households and communities will often fail to adopt these types of responses. And overall this loss of knowledge ends becoming damaging in their social lives and of their school performances. For example, students with an impairment in their emotional regulation, may get so frustrated, even by something as small as their pencil tip breaking, that they end up giving up on their task; even if completion and success was just moments away.

Social dysfunction may even impede a students’ ability to work well in cooperative groups, thusly creating exclusion and a decrease in collaboration. This will only exacerbate those students’ already troubling academic performance and behavior.

When teachers perceive a child’s social shortfalls as disrespectful, they may become angry or frustrated with that student and punish them for something they simply cannot control. It is more helpful for the child if the teacher is able to understand where they are coming from. As well as how, some of them come to school without the appropriate tools and skills to handle certain emotional responses.

The teachers and schools who cannot do this, who cannot adjust and adapt to a students needs, will ultimately fail the very children they claim to care so much about. “The difference between a good and bad teacher can translate into one’s year’s worth of learning per year” [Stanford Economist, Eric Hanushek]. This brings up the topic of the “No Child Left Behind” Act passed in 2002 by President George Bush.

This act is a federal law that gives extra money to schools that need educational assistance for poorer children, in return for improvements in their academic progress. Though many schools claim to be focused on this idea and system, a study reported by America’s Promise Alliance stated that nationwide, nearly 1.2 million poor students drop out of school every year and that about seven out of ten of students graduate on time.

So overall, about 30% of students are being left behind. Some education boards seem to think that by repeating the same techniques year after year is going to somehow change the graduation rate of lower class students. But no matter how hard you work it, continuing with the same approach and expecting a different result, is not a description of success, it’s the definition of insanity. But, it is even worse when the teachers or board of ED simply don’t care enough about their students, whether it be a lack of understanding for mental shortfalls or even differences in religious/cultural beliefs.

For example, a student named Ben Johnson, age nine, suffered from a mental breakdown after years of difficulties at home, as well as school. His life at home was emotionally abusive and his family was very poor. His childhood ended up causing him to have severe anxiety and antisocial behaviors. He began having issues with his academics. When Ben’s social issues were brought up with the school, his mother says she was promised that he would be referred for an EHC plan (“An EHC plan is a legal document that describes a child’s special educational, health and social care needs.

It explains the extra help that will be given to meet those needs and how that help will support the child or young person to achieve what they want to in their life”) but teachers did not do so and insisted that he was managing, meaning he did not need one. Three years later however, Ben’s worsening physical and mental state forced his mother requested an “EHC needs assessment” herself. The school council however refused.

Even though his doctors, a psychiatrist, a paediatrician and a neurologist, had said he needed extra assistance at school. Ben ended up, with no other choice, but to drop out of public school and seek home tutoring. Students in cases like those, feel helpless and see that if their own teachers and peers won’t help them, then what’s the point of trying at all. Ultimately, they accept that idea, that is being presented to them, that they cannot get help and that there is no use in trying. Those students who already have grown up without a value of education, with no support from anyone, give up and drop out.

Another instance where the board of ED has denied students their right to education is when Butler Traditional High School in Louisville, Kentucky banned dreadlocks, cornrows, and twists (popular African American hairstyles, {22% of the lower SES}) and threatened to deny admission/suspend those who would not follow this rule. One parent, Attica Woodson Scoot, made a statement to the Courier-Journal, “I don’t understand why we’re going to focus on something like natural hair styles when we should be focused on education, they specifically outlined hairstyles that are worn by black kids.

To me, this stinks of institutional racism.” [Matthew Rodriguez, Mic, 2016] Many argue that this school has just violated the first amendment “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.” And the interpretations of the “free speech” section of this amendment is highly debated over.

There are many who believe free speech can be symbolic and involve no words at all, as long as it involves symbols that the courts have judged to be forms of free expression. Many people believe dreadlocks and such apply under a form of “symbolic” free speech because it represents African American heritage and culture. This Kentucky High School has undeniably hindered the learning achievement of a large portion of it’s students. How is this behavior supposed to encourage kids to enjoy going to school when you are denying them the ability to express themselves. Students won’t want to learn if it means they have to change who they are.

A child’s surrounding social environment also plays a role in their view of education and their overall mental health. Lower class communities tend to consist of multiple gang-type affiliations. The consequences stemming from gang involvement can have short and long-term effects. The youth who do become involved in gangs face the increased risk of dropping out of school. “The high number of dropouts–more than 18,000 in 1984–contributes to increased street gang activity” stated a report by the Illinois State Task Force on Hipic Student Dropouts.

During that study, Sen. of Illinois, Edward Nedza also had stated that 95 percent of the inmates at the maximum-security Stateville penitentiary had dropped out of high school. [Hanke Gratteau, Chicago Tribune, 1985] Furthermore, since student involvement with gangs has a direct impact on academic achievement, this causes an increased likelihood of economic penury. This involvement is not the child’s choice however, when growing up in these environment.

A source document written by John Dewey, 1916, made a point that “they [the children of these societies] are reduced to mere servants of attaining pleasure and reducing pain.” Thusly, their actions are simply to reduce and prevent pain because they have no other choice. Young people join gangs for various reasons, including money, sense of support and belonging, peer status, perceived sense of protection, or to demonstrate an outlaw mentality.

The most common age for youth to join a gang is between 13 and 15. Teens in gangs are more likely to abuse drugs, and girls who join gangs are highly-likely to experience sexual abuse. These environments also tend to lack diversity of stimulation, diversity among the types of experiences that occur; both negative and positive. This absence, causes a lack of novelty, meaning the loss of challenge to ones thought.

Gang-type societies can increase social difficulties among individuals “The isolation and exclusiveness of a gang or clique brings its antisocial spirit into relief…the essential point is that isolation makes for rigidity and formal institutionalizing of life” [John Dewey, 1916] When students haven’t developed the correct social habits they are more likely to have difficulties in a school environment because of their lack of the ability to relate with others or their lack of being able to express themselves in a positive, healthy way.

Socioeconomic status really impacts not financial security, but also educational attainments and the overall psychological health of a person. Thusly, it is a consistent and reliable predictor of a vast array of outcomes across the life p. The underlying causes for the relationships between low SES and child academic performance is “complex and multifactorial” [Res Dev Disabil, Author, 2014].

Decreased academic achievement is associated with the quality of home life, school life, and the overall surrounding environment of a child living a poverty-stricken community. Since, children from low-socioeconomic status households and communities are extremely more likely to learn their academic skills slower than say children who come from higher SES groups [Morgan, Farkas, Hillemeier, & Maczuga, 2009]. Research shows that children coming from these communities develop poor language memory, cognitive development, and tend to have difficulties with processing their emotions. [Aikens & Barbarin, 2008]

Children with these struggles tend to turn to crime and join gangs. On top of this, the school systems in poor areas are often misunderstanding of their students, or even the punishing of those who have difficulties learning. This is where the improvement of the educational system is crucial in order to help improve the academic performance of each student. However, this alone, will not solve the problem as a whole.

A child still may possess issues outside of the school environment. DCF ( Department of Children and Families) for example already implements early interventions or even removal of a child from of an abusive home. Better job opportunities are crucial in ensuring a decreased incarceration rate of the poverty-class citizens. When, students see that if they work, lawfully, their is in fact a payoff. If the improvement of home life and school life are being aggressively pursued, it is a hope that future generations in low-SES communities will have more opportunities and won’t be forced into a life of crime and gang violence. Thusly, improving the environment all together.

Read more

Behaviour For Learning And Management Of Students Education Essay

The demand to pull off behavior has long been an issue within schools. With the push on raising attainment, the development of SEN proviso and the addition in policy, to be inclusive of all scholars irrespective of their academic degree or their societal behavior, as identified that 20 % of all SEN scholars have SEBD. Current policy has adapted towards a positive attack concentrating on the ability of instructors to make a positive acquisition environment developing positive relationships in order to advance a positive attitude towards larning, maneuvering off from the one time punitory attack and non being re-active to negative behavior but more pro-active as supported by ( EPPI )

Behaviour direction is frequently flagged as an country that ITE pupils feel they would profit from holding greater support in when come ining the profession of instruction ( Buell et al. , 1999 cited in EPPI ) . This has been met by the outlooks set by the TTA via the Qualifying to learn, the new criterions and demands for Qualified Teacher Status ( QTS ) ( TTA,2002 ) .

B4L is a construct that has been developed through a reappraisal of effectual behaviour direction schemes. It has been identified that B4L is a consequence of battalion of influences and non simply the desire of a scholar to misconduct and unwillingness to larn. It is of import to place the theoretical rules behind the manner in which scholars manifest themselves in footings of behavior, as identified in the principle for the EPPI systemic reappraisal of how theories explain larning behavior in school context. Behaviour for larning ( B4L ) identifies the nexus between pupils societal behavior and behavior and the manner in which they learn.

The schools policy clearly states high outlooks of pupils, “ We expect pupils to reflect this in their visual aspect, attitudes and behavior. We know we are modeling the citizens of the hereafter and will promote them to care for one another, be unfastened, just, honest and merely. We want them to hold a sense of pride in being portion of our school community. ” ( School Aims, Staff enchiridion ) .

Further to this the school s vision is to raise accomplishment by developing a civilization where ‘learning is at the bosom of the school community ‘ . To accomplish this vision the school identifies whole school precedences for 2010/2011 including bettering behavior and attending. It besides stated that the school will concentrate on integrating SEAL pattern in the schoolroom, which has been identified as an of import key in developing scholar ‘s emotional intelligence ( Coleman, 1996 ) supplying scholars with the accomplishment set to supervise and better their behavior independently.

It was clearly identified in the School Development Plan that Behaviour for larning needed to be addressed ( appendix 1 ) . This was farther reinforced as a high precedence country during staff meetings and subsequent correspondence from the Head Teacher ( Appendix 1a ) , which focused on current issues in lessons and the demand to better B4L. Two cardinal issues that arose were the usage of nomadic phones within lessons and consistence of countenances ( Appendix 1a ) . It is interesting to observe that these both encompass the instructor and the scholar. It is refering to observe that usage of nomadic phones within lessons is being flagged as a B4L issue and non a mark of detachment. Intelligibly there is a close nexus between the quality of acquisition, instruction and behavior, and hence raises the inquiry can behaviour be improved through bettering the quality of larning & A ; learning? The school clearly identifies that there is a demand to reenforce their on behavior for acquisition. Through initial observation it was interesting to observe the degree of behavioral issues happening both in and out of lessons. It poses the inquiry is this a school being pro-active in pull offing behavior for larning or re-active to behaviour that had non been managed systematically? This survey will concentrate on the schools current policy on behavior for larning and how this is implemented on a day-to-day footing. Through a reappraisal of the schools current policy and issues this survey will trust to propose future recommendations to better behavior for acquisition.

Recent national policy has moved off from a punitory system where pupils were punished for making something incorrect ‘reactive ‘ and are now working towards understanding what causes scholars to be off undertaking and show unwanted behaviour ‘pro-active ‘ . With the recent development of particular educational demands designation and proviso it is no longer acceptable to react in a punitory manner. National policy now promotes the inclusion of a greater diverseness of scholars in schools irrespective of degree of accomplishment or societal behavior ( Department for Education & A ; Employment ( DfEE ) , 1999 ) . It is of import for schools to recognize this and develop schemes to advance B4L as over 20 % of SEN proviso are scholars with societal emotional and behavioral upset ( SEBD ) ( Department for Children, Schools & A ; Families, 2008 ) . SEBD scholars by nature can expose unwanted behavior unless managed in a positive manner, and would it non be deemed unacceptable from an instruction professional ‘s position for a scholar predisposed to expose hapless behavior as the consequence of a recognized upset, to fall victim to punitory actions. It is hence of import for schools to hold a well-structured B4L policy that coincides with the SEN policy. Communication between the SEN section and the remainder of the school is besides indispensable. ( back up with research )

excessively many lessons lack challenge and make non take sufficient history of

pupils ‘ single capablenesss or promote independent acquisition. Besides, quality of

marker and feedback by and large varies well across the school.

However, a little minority of parents expressed positions that the

school ‘s communicating with parents could be better, and besides that pupils ‘

behavior was non ever every bit good as it should be. Inspectors found behavior to be

satisfactory overall, but variable. In general, pupils have a high respect for their

school, bask their instruction and appreciate the assortment of chances on offer to

them, both within the course of study and beyond. They are developing a good scope of

that are fixing them good for their instruction and employment after

school.

Ensure that lesson activities systematically challenge pupils of all ability groups

to do better advancement and develop their independent acquisition accomplishments,

particularly at Key Stage 4.

Behaviour in lessons is satisfactory, although someinstances of students being excessively rambunctious were seen during the review.

However,

there is by and large non plenty truly disputing learning across the school to guarantee

that pupils make systematically good advancement in their acquisition and therefore

develop the assurance and ability to work independently. Where learning is less

effectual, be aftering does non take sufficient history of pupils ‘ different capablenesss

and get downing points, and is excessively teacher-directed. Teachers do supply some clear,

detailed and utile written feedback, but this is inconsistent across the school and

does non ever give specific advice about what pupils need to make to better their

work – a job which persists since the last review.

Read more

Effect of reading culture on students performance

Table of contents

It is in light of this that the researcher decided to weigh and find out the impact one of the most important organization in the educational system has on the achievement of his aim ‘the library’ in doing this the researcher used a student-librarian perception questionnaire to gather information. The sample consisted of 10 students who were seated in the library at the time the questionnaire was distributed and 10 librarians of Abs fauna library of Diadems College of Education. A percentages as well as T-test analysis of mean scores gotten from analysis of respondents’ were computed and analyzed in tables.

Findings show that there is no significant difference between students and librarians responses to the impact of reading culture on students’ performance. Also no significant difference in responses of librarians and students on the impact of library on the development of reading culture and students’ performance. The implications of these and possible solutions were recommended. Background to the study Reading is an indispensable learning skill which lays the foundation for independent studies and prepares a child for higher educational opportunities.

Scholars have proposed different definitions of reading. Item (2008) said that reading is the corner stone of learning; it is the ability to glean meaning from printed symbols. Scabbards (2007) quoting Galilee describes reading as reasoning involving the meaningful interpretation of words, phrases and sentences requiring all types of thinking such as critical, analytical, creative, imaginative, evaluative, judgmental, and problem solving. Similarly, Babushka (1984) explained that through reading an individual over a period of suitable exposure can acquire efficiency, skill and a set of behavior sin both linguistics and psycholinguistics.

Reading therefore consists of complex psycholinguistic processes of identifications, mental integration research and application of written language symbols. It serves as a link between printed symbols and meaning attached to these symbols. Thus achieving interaction between the author and the reader. Despite these assertions and government efforts in developing libraries, reading culture is still at its lowest level among Nigerian students. Poor development of libraries and paucity of reading materials and lack of adequate reading environments in Nigerian school system stifles the growth of reading culture.

To worsen the situation, all the colleges of education in Nigeria no longer run programmer n library science (JAMB, 2007). Thus the colleges that would be a fertile ground for the training of teacher librarian no longer offer such courses. A pertinent question to this research is what is reading culture? How does the library help to develop reading culture among students especially in the higher institutions of learning, and what factors affect the library effectiveness on this pursing this course. Reading culture is the use of reading as a regular activity.

It is the cultivation of an attitude and possession of skills that make reading a pleasurable, regular and constant activity. Reading ultra is identified as the single most important determination of a student’s success in education in our modern education, incomes, skills development and fulfilled employment. The importance and culture cannot be over-emphasized. It provides individual’s welfare, greater academic performance of students since a student who learns to read, reads to learn, It also provides skills knowledge and right attitude that frees one from boredom or idleness.

It as well widens students’ general knowledge. It is therefore one of the tools for achieving qualitative education. Finally, poor eating culture among our students has brought our education to the background just as we relegated the relevance of library

Purpose of Study

The main purpose of this study is to investigate the impact of libraries on the development of reading culture among students in tertiary institutions. Specifically, the study will examine the following I. How reading culture affects the academic performance of students.

Whether and how the library creates an enabling ground for the development of reading culture

Significance of the Study This study aims at finding out the impact of libraries on the development of eating culture among students in tertiary’ institutions. Its findings therefore are to be of value to government agencies and policy makers who aims to tackle the problems of reading culture and poor academic performance among tertiary students. It will also be relevant to students who wish to develop their reading habits as well as librarians to know measures that can encourage real patronage and use of the library materials for self-development.

Finally this research will improve reading culture among Nigerian students in general and in Diadems College of Education since some f the required enabling environment is already in place. Statement of hypothesis The following hypotheses were formulated to guide the study:

  1. Reading culture improves the academic performance of students
  2. The library creates an enabling ground for the development of reading culture. Conceptual approach to reading culture Horny (2002), sees reading culture as reading behavior which is mainly done often because it has been established.

According to Nines (2002), reading culture means learning tendencies that enable student work privately. Aweigh (1 998), describe reading culture as the way and manner a student Lana his or her private reading outside teaching hours in order to master a particular subject or topic. Scabbards(2007) defined reading culture as when an individual habitually and regularly read books. According to Van (2001) reading culture is seen as an “active intervention to open up reading choices, increase readers’ enjoyment and offer opportunities for people to share their experiences”.

Inside (2008), described reading culture as the process of building up positive attitude among students and children over a period Of time. He added that reading culture is the kind of culture that imbibes eating and studying as the basis of growth and development. Though it is better to inculcate reading culture right from a tender age, so that it can be imbibed as growth takes place, it is important to emphasis that is better late than never. It is in light of this that reading culture is being taught, promoted and advocated right from a tender age of a child in every serious and more developed nation of the world.

Importance of reading culture According to Knick and hussy’s (2006) through reading, children knowledge base is enhanced, intellect sharpen and misconception eroded. Good authenticating helps the student in critical reflection in skills outcomes, such as selecting, analyzing critiquing and synthesizing. Fielded (2004) observed that children can get information through reading which is an essential tool is indispensable in the decision making process Of individuals and organizations van (2000). According to Gadded (2003) reading is a means of proficiency and excellence in all human endeavourers.

It is through reading that mind is enriched and knowledge is acquired, Undue (1997) observed that extensive reading is the most obvious way for children to enrich their vocabulary. On the same view, Horton (1983) added that the more a student reads, the more background knowledge he acquires of other peoples way of behavior and thought. Reading is clearly essential for the development of human intellectual but also a most controversial of all subjects. It is an essential social skill and must be practiced often in order to acquire and develop good reading culture.

Payoffs (1995) in her study extensively discussed pursuit and submitted that it promotes a deep awareness and build the child up emotionally and intellectually. Similarly, crasher (1993), brilliantly illustrates owe reading culture benefits students achievement. He remarked that, “children or young adults read more when they see other people reading the longer free reading is practiced, the more consistent and positive the results and that people who read more write better”. He then, submitted that reading as a leisure activity is best predicted of comprehension, vocabulary and reading speed of students.

According to Sati (2002), reading culture influences in the promotion Of ons personal development in particular and social progress in general. He added that, “Regular and systematic reading harpers the intellect, refines the emotions, alleviates taste and provides perspectives for ones living; and thereby prepares a person for an effective participation in the social, religious, culture and political life, reading fires the imagination of the person, it adds new sight to eyes and new wisdom to mind. Skunked (2007), points out that an individual who reads widely is empowered because knowledge is one of the best tools an individual can get. According to Hussy (2007), reading is the foundation upon which other academic skills are built because through reading, information can be acquired which bridges the gap between knowledge and ignorance. Tell and sneaked (2007) assert that ability to read is at the heart of self education, lifelong learning and that is an arty capable of transforming life and society.

An individual who reads well has a means of widening mental horizons and for multiplying opportunities of success. Reading is a vital factor affecting intellectual and emotional growth. Sir Richard Steele has logically quoted, “reading is to the mind what exercise is to body’. Reading for a student is very important for the development of language skills. It also indispensable tool or achieving emotional stability, enjoying leisure hours, sharing experiences which are encountered in books, and for keeping abstract of what is happening inside the world at large.

It is for this reason that students, librarians teachers, parents and all concerned with the emotional, educational and cultural development of children must help them to cultivate a healthy reading culture.

Role of Libraries in Development of Reading Culture

Libraries play vital role in the worlds system of education and information storage and retrieval. The library makes available through books, journal, alms, recordings and other media knowledge that has been accumulated for ages.

Read more

Familiarizing students with basics of the science branches

The MYP 3 scientific discipline class incorporates basic information, cognition, facts, and practical applications of the scientific subdivisions, which are biological science, chemical science, and natural philosophies. The purpose of the class is to familiarise the pupils with the constructs and rudimentss of the scientific discipline subdivisions and to guarantee they develop appropriate accomplishments in managing theoretical scientific cognition presented in talk and practical applications offered in school research labs.

Course aims:

The MYP 3 scientific discipline class aims are based on the MYP aims. It encourages and enables pupils to:

1. Develop wonder, involvement and enjoyment towards scientific discipline and its methods of enquiry.

2. Acquire scientific cognition and apprehension.

3. Communicate scientific thoughts, statements and practical experiences efficaciously in a assortment of ways.

4. Develop experimental and fact-finding accomplishments to plan and transport out scientific probes and to measure grounds to pull a decision.

5. Develop critical, originative and asking heads that pose inquiries, work out jobs, concept

accounts, justice statements and do informed determinations in scientific and other contexts.

6. Develop consciousness of the possibilities and restrictions of scientific discipline and appreciate that scientific

cognition is germinating through collaborative activity locally and internationally.

7. Appreciate the relationship between scientific discipline and engineering and their function in society.

8. Develop consciousness of the moral, ethical, societal, economic, political, cultural and environmental deductions of the pattern and usage of scientific discipline and engineering.

9. Observe safety regulations and patterns to guarantee a safe working environment during scientific activities.

10. Engender an consciousness of the demand for and the value of effectual coaction during scientific activities.

Categorization of life beings “ Monera, Protoctista, Fungi, Plants and animate beings ” .

Metamorphosis and enzymes.

Plant and animate being cells, specialised cells, tissues, conveyance mechanisms between cells and their environment ( diffusion, osmosis, and active conveyance ) , cell division ” miosis and mitosis ” .

Chemistry:

Chemical forms:

solid, liquid and gas atoms, sub atomic atoms, atomic construction and isotopes.

The Periodic Table:

Elementss and the periodic tabular array, alkali metals, alkalic Earth metals, passage metals, halogens and baronial gases.

Bonding:

Ionic bonds and covalent bonds.

Acids and bases:

Properties of acids and bases, pH graduated table, neutralisation, mundane illustrations.

Physicss:

Beams and Waves:

Beams and visible radiation, Torahs of contemplations, level and curving mirrors, refraction of visible radiation, lenses, mundane utilizations of mirrors and lenses, transverse and longitudinal moving ridges, wave equation.

Appraisal:

This class will utilize assortment of assessment tools including hebdomadal quizzes, unit trials, presentations, undertakings, lab work, aˆ¦.etc. Most of these appraisals will be assessed harmonizing to the following MYP standards:

Standard A – ONE Universe:

This nonsubjective refers to enabling pupils to derive a better apprehension of the function of scientific discipline in society.

Students should be cognizant that scientific discipline is a planetary enterprise and that its development and applications can hold effects for our lives.

One universe should supply pupils with the chance to critically measure the deductions of scientific developments and their applications to local and/or planetary issues.

At the terminal of the class, pupils should be able to:

aˆ? explain the ways in which scientific discipline is applied and used to turn to specific jobs or issues.

aˆ? discuss the effectivity of scientific discipline and its application in work outing jobs or issues.

aˆ? discuss and measure the moral, ethical, societal, economic, political, cultural and environmental

deductions of the usage of scientific discipline and its application in work outing specific jobs or issues.

Achievement degree

Form

0

The pupil does non make a standard described by any of the forms below.

1-2

-The pupil states one manner in which scientific discipline is applied and used to turn to specific jobs or issues

– The pupil remarks upon the effectivity of scientific discipline and its application in work outing jobs or issues.

-The pupil states how scientific discipline and its application interact with one of the undermentioned factors: moral, ethical, societal, economic, political, cultural and environmental.

3-4

-The pupil states the ways in which scientific discipline is applied and used to turn to specific jobs or issues

-The pupil states the effectivity of scientific discipline and its application in work outing jobs or issues

-The pupil states how scientific discipline and its application interact with some of the undermentioned factors: moral, ethical, societal, economic, political, cultural and environmental.

5-6

-The pupil describes the ways in which scientific discipline is applied and used to turn to specific jobs or issues.

– The pupil describes the effectivity of scientific discipline and its application in work outing jobs or issues

– The pupil describes how scientific discipline and its application interact with some of the undermentioned factors: moral, ethical, societal, economic, political, cultural and environmental.

Standard B – Communication:

This nonsubjective refers to enabling pupils to go competent and confident when pass oning information in scientific discipline. Students should be able to utilize scientific linguistic communication right and a assortment of communicating manners and formats as appropriate. Students should be cognizant of the importance of admiting and suitably citing the work of others when pass oning in scientific discipline.

At the terminal of the class, pupils should be able to:

aˆ? usage scientific linguistic communication right.

aˆ? usage appropriate communicating manners such as verbal ( unwritten, written ) , ocular ( in writing, symbolic ) and communicating formats ( research lab studies, essays, presentations ) to efficaciously pass on theories, thoughts and findings in scientific discipline.

aˆ? acknowledge the work of others and the beginnings of information used by suitably documenting them utilizing a recognized referencing system.

Achievement degree

Form

0

The pupil does non make a standard described by any of the forms below.

1-2

-The pupil uses some scientific linguistic communication.

-The pupil communicates little or no scientific information.

-The pupil paperss limited or no beginnings of information.

3-4

-The pupil uses some scientific linguistic communication right.

-The pupil communicates scientific information moderately efficaciously.

– The pupil paperss beginnings of information in a bibliography.

5-6

-The pupil uses scientific linguistic communication right.

-The pupil communicates scientific information efficaciously.

-The pupil paperss beginnings of information including bibliography and in-text mentioning.

Criterion C – KNOWLEDGE AND Understanding:

This nonsubjective refers to enabling pupils to understand scientific cognition ( facts, thoughts, constructs, procedures, Torahs, rules, theoretical accounts and theories ) and to use it to build scientific accounts, work out jobs and explicate scientifically supported statements.

At the terminal of the class, pupils should be able to:

aˆ? recall scientific cognition and usage scientific apprehension to build scientific accounts

aˆ? use scientific cognition and understanding to work out jobs set in familiar and unfamiliar

state of affairss.

aˆ? critically analyze and evaluate information to do judgements supported by scientific apprehension.

Achievement degree

Form

0

The pupil does non make a standard described by any of the forms below.

1-2

– The pupil recalls some scientific thoughts, constructs and/or procedures.

-The pupil applies scientific understanding to work out simple jobs.

3-4

-The pupil describes scientific thoughts, constructs and/or procedures.

-The pupil applies scientific understanding to work out complex jobs in familiar state of affairss.

-The pupil analyses scientific information by placing parts, relationships or causes.

5-6

-The pupil uses scientific thoughts, constructs and/or processes right to build scientific accounts.

– The pupil applies scientific understanding to work out complex jobs including those in unfamiliar state of affairss.

-The pupil analyses and evaluates scientific information and makes judgements supported by scientific apprehension.

Criterion D – SCIENTIFIC INQUIRY:

This nonsubjective refers to enabling pupils to develop rational and practical accomplishments to plan and transport out scientific probes independently and to measure the experimental design ( method ) .

At the terminal of the class, pupils should be able to:

aˆ? province a focussed job or research inquiry to be tested by a scientific probe.

aˆ? explicate a testable hypothesis and explicate it utilizing scientific logical thinking.

aˆ? design and carry out scientific probes that include variables and controls, stuff and/or equipment needed, a method to be followed and the manner in which the information is to be collected and processed

aˆ? measure the cogency and dependability of the method.

Achievement degree

Form

0

The pupil does non make a standard described by any of the forms below.

1-2

-The pupil efforts to province a focussed job or research inquiry.

– The method suggested is uncomplete.

-The pupil suggests simplistic betterments.

3-4

– The pupil states a focussed job or research inquiry and makes a

hypothesis but does non explicate it utilizing scientific logical thinking.

-The pupil selects appropriate stuffs and equipment and writes a largely complete method, adverting some of the variables involved and how to pull strings them.

-The pupil makes remarks on the method, or the accuracy/precision of the informations.

-The pupil remarks on the cogency of the hypothesis based on the result of the probe.

-The pupil suggests some betterments to the method or makes suggestions for farther enquiry when relevant.

5-6

-The pupil states a clear focused job or research inquiry, formulates a testable hypothesis and explains the hypothesis utilizing scientific logical thinking.

– The pupil selects appropriate stuffs and equipment and writes a clear, logical method, adverting all of the relevant variables involved and how to command and pull strings them, and depicting how the information will be collected and processed.

– The pupil makes remarks on the method, and the truth and preciseness of the informations.

-The pupil makes remarks on the how the hypothesis is supported or non by the data/outcome of the probe.

-The pupil suggests realistic betterments to the method and makes

suggestions for farther enquiry when relevant.

Criterion E – Processing Datas:

This nonsubjective refers to enabling pupils to roll up, procedure and construe sufficient qualitative and/or quantitative informations to pull appropriate decisions. Students are expected to develop analytical thought accomplishments to construe informations and justice the dependability of the informations.

At the terminal of the class, pupils should be able to:

aˆ? collect and record informations utilizing units of measuring as and when appropriate

aˆ? organize, transform and present informations utilizing numerical and ocular signifiers

aˆ? analyze and construe informations

aˆ? draw decisions consistent with the informations and supported by scientific logical thinking.

Achievement degree

Form

0

The pupil does non make a standard described by any of the forms below.

1-2

-The pupil collects some informations and efforts to enter it in a suited format.

-The pupil organizes and nowadayss informations utilizing simple numerical or ocular signifiers.

-The pupil efforts to place a tendency, form or relationship in the information.

-The pupil efforts to pull a decision but this is non consistent with the

reading of the informations.

3-4

-The pupil collects sufficient relevant informations and records it in a suited format.

-The pupil organizes, transforms and nowadayss informations in numerical and/or ocular signifiers, with a few mistakes or skips.

-The pupil states a tendency, form or relationship shown in the information.

-The pupil draws a decision consistent with the reading of the informations.

5-6

– The pupil collects sufficient relevant informations and records it in a suited format.

– The pupil organizes, transforms and nowadayss informations in numerical and/or ocular signifiers logically and right.

-The pupil describes a tendency, form or relationship in the informations and uses the informations to convey meaningful information.

-The pupil draws a clear decision based on the right reading of the informations and explains it utilizing scientific logical thinking.

-Numerical signifiers: may include mathematical computations such as averaging, or finding values from a graph or tabular array.

Criterion F – Attitude IN SCIENCE:

This nonsubjective refers to encouraging pupils to develop safe, responsible and collaborative working patterns in practical scientific discipline.

During the class, pupils should be able to:

aˆ? work safely and utilize stuff and equipment aptly

aˆ? work responsibly with respects to the life and inanimate environment

aˆ? work efficaciously as persons and as portion of a group by join forcesing with others.

Achievement degree

Form

0

The pupil does non make a standard described by any of the forms below.

1-2

-The pupil requires some counsel to work safely and some aid when utilizing stuff and equipment.

-The pupil requires some counsel to work responsibly with respects to the life and inanimate environment.

-When working as portion of a group, the pupil needs frequent reminders to

cooperate with others.

3-4

-The pupil requires small counsel to work safely and small aid when utilizing stuff and equipment.

.-The pupil works responsibly with respects to the life and inanimate environment.

– When working as portion of a group the pupil cooperates with others on most

occasions.

5-6

-The pupil requires no counsel to work safely and uses stuff and equipment aptly.

-The pupil works responsibly with respects to the life and inanimate environment.

-When working as portion of a group, the pupil cooperates with others.

Student

Teacher

0

0

. The pupil does non make a standard described by any of the forms below.

1 – 2

1 – 2

. The pupil requires some counsel to work safely and some aid when

utilizing stuff and equipment.

. The pupil requires some counsel to work responsibly with respects to the life

and inanimate environment.

. When working as portion of a group, the pupil needs frequent reminders to

cooperate with others.

3 – 4

3 – 4

. The pupil requires small counsel to work safely and small aid when utilizing

stuff and equipment.

. The pupil works responsibly with respects to the life and inanimate environment.

. When working as portion of a group the pupil cooperates with others on most

occasions.

5 – 6

5 – 6

. The pupil requires no counsel to work safely and uses stuff and equipment

aptly.

. The pupil works responsibly with respects to the life and inanimate environment.

. When working as portion of a group, the pupil cooperates with others.

Read more

The Work-Study Program of Full-Time and Part-Time Students

There are many similarities and differences between full and part-time students. Each student is trying for the goal of educating themselves to become more successful in life. As students begin their education there is a sense of motivation and eagerness. Knowing the possible compensations and honor that comes with this achievement. There can be a feeling of tension and uncertainty that comes with this new adventure. If an individual does not become discarded, and is willing to except the challenge of this feat, there is no limit to the success one can attain in their life.

Students receive their degree at different times in their lives depending on their finances, responsibilities and time restraints. Full-time students are generally younger, and just out of high school. Full-time students must take a minimum number of courses, generally 12 or more semester hours. They normally have a set semester schedule of daytime or nighttime classes to choose from. They are often eligible for financial aid, or work-study programs because of the higher cost for a higher education.

They may also receive a number of scholarships to help pay for their education. Full-time students usually do not have a family or as many outside responsibilities. They usually only have a part-time job and still live at home with their parents. The time restraints that full-time students have are homework, studying and fitting their job schedule into their school schedule. These students can complete a full degree program in about 4 – 5 years. Part-time students are generally older, and living on their own.

For part-time students it takes a longer time to achieve the goal of graduation. Many students can not afford to go to college on a full-time basis because of the cost of education. They are often not eligible for financial aid or work-study programs because they take as few as 1 – 3 semester hour courses. Scholarships are usually not offered to part-time students. They do not normally have the problem of course overload, unless they are taking too many courses at once, while trying to work full-time.

At times even one course can be too much to handle, depending on the student”s home situation. Part-time students often have additional responsibilities of home and family, and must handle their other responsibilities in addition to school. Often, part-time students are taking classes to help them in their career. Some professions require taking classes to continue their education and are taken on a part-time basis to enhance their work skills. These types of classes are normally taken evenings, weekends or holiday breaks.

Part-time students sometimes have a difficult time finding the courses they need at the time they need them. It may take months or years before needed courses are offered. Whether the student is going to a university or a community college, they must consider all possibilities before entering college. If you have a full-time job or career, one would usually become a part-time student. If money in not an issue, a full-time route would probably be taken. If family is an issue, a student may decide to go part-time. Either way a student goes, the goal of a diploma can be achieved.

Both full and part-time students consider their finances, responsibilities and time restraints to accomplish a higher education. Regardless of the time frame in which each person may fulfill this goal, there is usually a feeling of success, pride, and relief in knowing that graduation is at hand. Through many hours of strenuous research and sacrifice, an individual can put their knowledge towards their desired profession. This accomplishment of success is not only measured by financial rewards, but also knowing that this knowledge will help many others.

Read more
OUR GIFT TO YOU
15% OFF your first order
Use a coupon FIRST15 and enjoy expert help with any task at the most affordable price.
Claim my 15% OFF Order in Chat
Close

Sometimes it is hard to do all the work on your own

Let us help you get a good grade on your paper. Get professional help and free up your time for more important courses. Let us handle your;

  • Dissertations and Thesis
  • Essays
  • All Assignments

  • Research papers
  • Terms Papers
  • Online Classes
Live ChatWhatsApp