Top PDF LEARNING STYLES OF HIGHER SECONDARY STUDENTS IN RELATION TO THEIR ACADEMIC ACHIEVEMENT

LEARNING STYLES OF HIGHER SECONDARY STUDENTS IN RELATION TO  THEIR ACADEMIC ACHIEVEMENT

LEARNING STYLES OF HIGHER SECONDARY STUDENTS IN RELATION TO THEIR ACADEMIC ACHIEVEMENT

Learning style refers to the ability of learners to perceive and process information in learning situations. Effective instruction reaches out to all students, not just those with one particular learning style. Now emerging needs of learning styles that influences students how to learn and facilitate learning for an individual in a given situation and makes clear, that a preferred way of learning and understanding subjects can also be distinguished in the way of proceeding. This means a task can be solved in a dissecting or in a scholastic way in combination to several modes of representation for example analytically or visually. Based on these points an attempt has been made by the investigator to develop learning styles and use them as support system to demonstrate the subject concepts and to study their effectiveness and achievements.
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<p>The Relationship Between the VARK Learning Styles and Academic Achievement in Dental Students</p>

<p>The Relationship Between the VARK Learning Styles and Academic Achievement in Dental Students</p>

The current cross-sectional study aimed at determining the relationship between the type of learning style used and academic achievement in dental students. Findings showed that reading/writing style had the highest frequency in both groups of strong and weak students. In a study (2016) on the learning style of dental students in Saudi Arabia, kinesthetic (35.1%) and aura (35.1%) were the most com- mon learning styles used. 6 Results of a study (2018) in Saudi Arabia on dental students showed that the most commonly used learning styles were aural and kinesthetic. 18 In a study in the USA on anatomy students (2018), the most common learning style was kinesthetic. 19 The results of the study by Habibpour et al (2016), in Iran on medical students showed that the most common learn- ing style used was reading-writing. The results of the aforementioned studies show that students have various learning styles. The predominance of some particular learning styles in students can be related to their fi eld of study, teaching methods, learning experiences, curriculum content, and volume of course content. Therefore, it is suggested that teachers pay more attention to the Table 1 Demographic Characteristics of Study Subjects (n=184)
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A STUDY OF MODERNITY AND ACADEMIC ACHIEVEMENT OF TRIBAL  HIGHER SECONDARY STUDENTS

A STUDY OF MODERNITY AND ACADEMIC ACHIEVEMENT OF TRIBAL HIGHER SECONDARY STUDENTS

status. Kalliath, (1988) investigated individual modernity and its relation to the educational background and home environment. The major finding of the study brought out significant difference in the individual modernity of undergraduate and post graduate students. Post- graduate students were higher on individual modernity. Science and arts students were higher on individual modernity as compare to the commerce students and there was a significant difference in the home environment of different levels and types of students. Post-graduate students, students of science and arts stream were better off in this regard than under-graduate students. (Singh, 1988) studied the relationship of modernization with the academic achievement, intelligence and socioeconomic status of under-graduate students. The major findings suggested that the higher level of academic achievement, intelligence, and SES, the higher is the attitudinal level of modernization. The attitude of female undergraduates was far nearer to modernization as compared to their male counterparts. Under-graduates belonging to theupper castes and schedule castes differ widely in their attitudes towards modernization. Hindu under-graduates have a much more modernized outlook than their Muslim counterparts.
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The Relationship between Learning Style, Test Anxiety and Academic Achievement

The Relationship between Learning Style, Test Anxiety and Academic Achievement

The characteristics of learning styles that enable individualized instruction [33] serve to understand how students receive information in different ways [21] and help learning process to occur systematically. With reference to the fact that even experienced teachers cannot determine all their studentslearning styles through observation [32, p. 79], various learning style models/inventories have been developed. When related literature is examined, it is seen that more than 70 scales based on different classifications [45,51] exist including many well-known scales such as “Dunn and Dunn- Learning Styles Inventory”, “Felder and Silverman- Index of Learning Styles”, “Grasha-Riechmann- Student Learning Style Scales”, “Gregorc Mind Styles Delineator”, “Honey and Mumford- Learning Styles
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STUDY HABITS AND ACADEMIC ACHIEVEMENT OF HIGHER SECONDARY STUDENTS

STUDY HABITS AND ACADEMIC ACHIEVEMENT OF HIGHER SECONDARY STUDENTS

The essence of all counseling relationship is to help a person cope effectively with ‘an important point of concern’. It is generally agreed that passing the examination is a sufficiently “crisis” situation where counseling may help. For this reason an important component of educational counseling on Study Habits aimed to augment achievement in examination. Study Habits is defined as “Strategies of work” which have some common denomination activities as taking notes, using the library, improving reading ability, building vocabulary, writing term papers and taking examination. Study skills are synonymous to “reading skills’ and they were further analyzed as skills of outlining, summarizing, reading for definitions, reading for inferences and so on.
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ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN ENGLISH IN COMPARISON TO THEIR VERBAL LEARNING STYLES

ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN ENGLISH IN COMPARISON TO THEIR VERBAL LEARNING STYLES

In the present study, it was also found that students use different preferred learning styles to learn English language, which is in consonance with the findings of Chermahini, Ghanbari and Talab (2013)who explained the relationship between learning styles and the academic performance of students who attend an English class to learn English as a second language in Iran. The results of the present study indicated significant relationships between the different learning styles and the performance in an English test, and the performance resulted differently in four groups with different preferred learning styles. These results lead us to conclude that learning styles can be considered as a good predictor of any second language academic performance, and it should be taken into account to enhance students‟ performances specifically in learning and teaching the second language and also showed that individual differences in learning styles play an important role in this domain.
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Impact of Multiple Intelligence on Academic Achievement of Higher Secondary Students

Impact of Multiple Intelligence on Academic Achievement of Higher Secondary Students

The main aim of the study is to find out the significance difference in multiple intelligence and academic achievement of higher secondary students. Survey method was adopted for this study. The sample consists of 300 higher secondary students in and around Namakkal district. Sample Random Sampling Technique was used. Multiple Intelligence tool was used to collect the data. For the purpose of analysis ‘t’ test was used. The findings of the study were: 1) There is no significant difference between male and female higher secondary students in their multiple intelligence. 2) There is significant difference between male and female higher secondary students in their academic achievement. 3) There is significant relationship between multiple intelligence and academic achievement of higher secondary students.
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A Comparative Study of Learning and Thinking Styles and Academic Achievement of Secondary School Students In Smart Schools and Govt. Schools

A Comparative Study of Learning and Thinking Styles and Academic Achievement of Secondary School Students In Smart Schools and Govt. Schools

[3], compared the learning styles of adolescents from diverse nations by age, gender, academic achievement level and nationality. the research investigated the learning style characteristics of 1,637 adolescents from five countries-Bermuda, Brunei, hungary. Sweden and New Zealand. It analysed their similarities and differences by age, gender, academic achievement and nationality and it also explored their interactive relations among these four factors and adolescents learning style preferences. Findings revealed that 15 out of the 22 learning style elements significantly discriminated among the gifted, high/average and low achieving students.
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LEARNING STYLE AND ACADEMIC ACHIEVEMENT OF KASHMIRI AND LADAKHI SECONDARY SCHOOL STUDENTS – A COMPARATIVE STUDY

LEARNING STYLE AND ACADEMIC ACHIEVEMENT OF KASHMIRI AND LADAKHI SECONDARY SCHOOL STUDENTS – A COMPARATIVE STUDY

The present study was conducted to compare the Kashmiri and Ladakhi secondary school students on Learning style and academic achievement. The sample for the present study consisted of 400 secondary school students (200 Kashmiri and 200 Ladakhi). The sample for the study was selected randomly from different secondary schools of Kashmir and Ladakh. Learning Style inventorydeveloped by Venkantaraman was used to measure the learning style of the sample subjects. The study revealed that there is significant difference between the two groups on Learning style and Academic Achievement. The Kashmiri Secondary students were found to have better learning styles and academic achievement as compared to Ladakhi Secondary school students.
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A Study of Academic Achievement of Students Participating and Not Participating In Games In Relation To Their Achievement Motivation

A Study of Academic Achievement of Students Participating and Not Participating In Games In Relation To Their Achievement Motivation

Academic Achievement means knowledge, understanding or skill acquired after instructions and training in courses or subjects of study. It is generally measured by means of total marks of the students obtained by them in a particular class. Schools tend to emphasize academic achievement among students on the basis of their scholastic and co-scholastic attainments. Gaming has not only changed the way students learn, but it has also taught them valuable skills on its own. Achievement Motivation is generally required in general life as well as in educational matters. In some of the educational subjects like science where the subjects require abstract thinking and reasoning, the Achievement Motivation of the student is expected to be higher comparatively. Games play an important role in developing Achievement Motivation. Games provide opportunity to students to increase their speed and power. Speed and power in education are inseparable. Speed with accuracy is indispensable for effective learning.
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Socio Economic Status and its Relation to Academic Achievement of Higher Secondary School Students in Egra-II of PurbaMedinipur,WestBengal

Socio Economic Status and its Relation to Academic Achievement of Higher Secondary School Students in Egra-II of PurbaMedinipur,WestBengal

Abstract : This study examined the effects of gender and socio-economic status on academic achievement of higher secondary school students of Egra-II Block in Purba Medinipur. The sample consists of 102 males and 98 females in age range of 15 to 19 from five higher secondary schools of EgraBlockII, PurbaMedinipur,WestBengal(India). Socio-economic status scale was used for data collection, while the total mark obtained by the students in the previous class i.e. standard X was used as an achievement criteria. Mean (M), Standard Deviation (S.D), Standard Error of the mean (S.E.M),t-test were used. This study shows that gender does not influence the achievement in science at higher secondary school (Standard -XI) level. Also the result of this study showed the difference between high and low socio-economic status groups. It is found that the academic achievement was influenced by the socio-economic status and those who belonged to high socio- economic status showed better performance. Based on these findings some recommendation was given with great implication for both practice and further studies.
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Identification Of Predominant Learning Styles Of Senior Secondary Students In Relation To Achievement In Geometry In Federal Capital Territory Abuja, Nigeria

Identification Of Predominant Learning Styles Of Senior Secondary Students In Relation To Achievement In Geometry In Federal Capital Territory Abuja, Nigeria

Geometry is the branch of mathematics that deals with measurements and relationships of lines, angles, surfaces and solids. Gilmer (2001) discusses the use of geometry in styling of hair into cornrow patterns as an entry point for engaging African American females in geometry. Students learnt to work collaboratively to master topics, skills and knowledge for use in practical creative ways (Abakpa & Iji, 2011). The enormous number of problems and theorems of elementary geometry was considered too wide to grasp in full even in the last century. Even nowadays the stream of new problems is still wide. (Prasolov, 2001). Despite the importance of mathematics, students tend to perform poorly in mathematical concepts especially geometry. Chief Examiners report of WAEC (2008, 2014, 2015, 2016 and 2017) consistently observed that among all the topics in secondary school mathematics, students have consistently performed poorly in geometry related questions.
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A STUDY OF ACADEMIC ACHIEVEMENT IN RELATION TO HOME ENVIRONMENT OF SECONDARY SCHOOL STUDENTS

A STUDY OF ACADEMIC ACHIEVEMENT IN RELATION TO HOME ENVIRONMENT OF SECONDARY SCHOOL STUDENTS

DEC-JAN, 2016, VOL. 3/13 www.srjis.com Page 3252 The coefficient of correlation value between home environment and academic achievement is 0.89 and calculated‟t‟ value is 29.8 at 0.01 level. Here df 238 higher than critical t' value i.e. 2.38 at 0.01 level of significant with df 238. Therefore the null hypothesis. "There is significant relationship in Home Environment and Academic Achievement of Secondary School Students is rejected at 0.01 level of significance. Therefore, it may be concluded that Home environment and academic achievement of senior secondary school students are correlated with each other. Hence we can say that Home Environment effects academic achievement positively and vice-versa. Findings
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Learning styles and academic achievement among building construction students

Learning styles and academic achievement among building construction students

Meeting the students‟ needs requires the teacher to identify several aspects about the studentslearning, such as the individual learner characteristics, learner characteristics within the wider community, learning processes within the learning environment, and learning process within the curriculum (Richard & Stephen, 1998; Jones & Charlton, 1998). In Malaysia, the focus is on the learning process within the curriculum. The school curriculum contains core subjects and elective subjects based on the students‟ achievements and choices. The secondary school system consists of academic, technical, vocational, Islamic, and private schools. Every school in Malaysia has a different curriculum. In vocational schools, two curriculums are used: vocational courses and skill-based courses. Vocational courses are based on a major field, such as Building Construction, Electronics, Machine Shop Practice, Welding, and Office Technology Management, to name a few. The curriculum is divided into 45% academic subjects and 55% vocational subjects (Curriculum Department of Technical and Vocational, 2003). This study focused on Building Construction Subjects (BCS) to investigate the factors needed for studentslearning and studentslearning styles.
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Comparative Study Of Emotional Maturity Of Secondary School Students In Relation To Academic Achievement.

Comparative Study Of Emotional Maturity Of Secondary School Students In Relation To Academic Achievement.

school subject, generally designated by test scores. Kaur (2013) conducted a comparative study of emotional maturity of senior secondary school students with respect to gender and type of institution. The study revealed that there was no significant difference in emotional maturity of secondary school students with respect to gender and type of institution. Aggarwal (2013) directed a study on academic achievement of high school students in relation to emotional intelligence, emotional maturity and self-confidence. The study shows that there is significant difference in the academic achievement of high school students in relation to low and high levels of emotional maturity. Mallick et al., (2014) piloted a study on higher secondary student’s emotional maturity and academic achievement. The study focused on the study of emotional maturity with respect to gender and type of schools. The study revealed that the higher secondary school students are emotionally unstable, no difference in emotional maturity of male and female students and no difference in emotional maturity of government and private school students. Subramanian and Veliappan (2013) conducted a study on the emotional maturity of high school students with respect to gender and type of institution. The study revealed that the private students are more emotionally matured than government high school students and high schools girls are emotionally matured than high school boys. Surjit (2014) carried out a study on the role of emotional maturity in the academic achievement of high school students. The study shows that there was no significant correlation between emotional maturity and academic achievement of high school students and girls are more emotionally stable than the boys. Significance: Emotional maturity is an important ingredient of modern civilization and is the essential attribute of the member of a progressive onward moving society. The quality of the nation depends upon the education imparted to its citizens. The aim of education is all around
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Educational Aspiration of Secondary School Students in relation to Academic Achievement

Educational Aspiration of Secondary School Students in relation to Academic Achievement

The academic achievement of students is considered to be very significant determinant of their success in later life. Academic achievement also boosts the confidence and morale of a person to face the life problems and helps in developing a well-adjusted personality. It, is universally accepted that the acquisition of actual data is not an end in itself but an individual who has received education should show evidence of having understood it; but for obvious reasons the examinations are largely confined to the measurement of the amount of information which students have acquired achievement in terms of subject matter is conventionally observed in all institutions by employing a system of marks for effective teaching and learning. It, is universally accepted that marks scores for the basis of classification and certification motivation and measurement of educational performance.
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ACADEMIC SELF EFFICACY IN RELATION TO ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS OF HARYANA

ACADEMIC SELF EFFICACY IN RELATION TO ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS OF HARYANA

It is widely accepted that students' academic success is influenced primarily by their cognitive abilities. That is, students with great intellectual potential will often succeed at a higher level than will students with lower ability. However, given that the correlation between IQ and achievement is typically only in the moderate range, it seems reasonable to suggest that cognitive potential does not always translate into attained success. Just as there are intellectually gifted individuals who do not perform well, there exist many lower ability students who perform at or above age or grade expectations. Although it is clear that many variables interact to produce this phenomenon, we will consider the role that self-efficacy perceptions play in determining how well individuals perform academically.
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Research around the word has highlighted the effectiveness of cooperative learning in promoting deep learning and higher achievement in the classroom, especially science classroom at all levels (Johnson & Johnson, 1989; Johnson et al., 2014; Lord, 2001; Lin, 2006; Vijayratnam, 2009 and Wolfensberger and Canella, 2015). Knowing that cooperative learning encourages student involvement and engagement in their own learning, it provides all students with opportunities to make their thoughts visible to others, allows them to talk about their own ideas, and permits them to consider the ideas of others, which enhances their higher order thinking skills (Johnson et al., 2014). In the light of this, Chang and Mao (1999) noted that effective cooperative learning leads to active learning that enables students to move beyond the text, memorization of basic facts, and consequently promotes learning and practicing higher-level skills. This would lead, apart from academic benefits, to enhance learners’ self-esteem, and interpersonal relationship and attitudes toward school and peers (Bilgin and Geban ,2006).
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ACADEMIC ACHIEVEMENT OF SECONDARY STAGE STUDENTS IN  RELATION TO THEIR PERSONALITY TYPES AND INTELLIGENCE

ACADEMIC ACHIEVEMENT OF SECONDARY STAGE STUDENTS IN RELATION TO THEIR PERSONALITY TYPES AND INTELLIGENCE

In the recent year Psychological variables of an individual in widely used in different context in Education. The present study described in this paper has examined whether Personality and Intelligence can be a useful tool for the coming generation or not one strategy has evolved to see whether Personality & Intelligence have significant effete on Academic Achievement. In order to improve Academic Achievement of students there has always been a research for developing Personality and Intelligence level among students. The sample were drown from IX th class students (N=200) from four different schools of Chandigarh. Three way analysis of variance and inter- correlation were used to analyze the data. The descriptive survey revealed that high intelligent group in higher in Academic Achievement than the low intelligent group secondly, there are no significant differences between Academic Achievement of introvert and extrovert group of students. Lastly the inter correlation of Academic Achievement. Intelligence and Personality types were positive and significant. The findings of the present study are not only useful to the research in terms of further research but they will also have applications to the classroom practices, organizational management in schools and Personality development.
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Social Maturity of Secondary School Students In Relation To the Academic Achievement

Social Maturity of Secondary School Students In Relation To the Academic Achievement

The second aspect is the behaviour that conforms to the standards and expectations of the adults. Thus Social Maturity is the detailed perception of the social environment that influences the adolescents in social circumstances. According to Hurlock (1950) “Social- development means attaining maturity in social-relations.” It means the process of learning to confirm to group standards, morals, and traditions and becoming imbued with a sense of oneness, inter-communication.

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