Academic Achievement of Intellectually Gifted Accelerants and Non-Accelerants in Senior High School

1954 ◽  
Vol 62 (8) ◽  
pp. 469-473 ◽  
Author(s):  
Joseph Justman
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Senior High School ◽  
Intellectually Gifted

scholarly journals A causal attribution model of academic achievement in senior high-school

1990 ◽  
Vol 32 (3) ◽  
pp. 137-147 ◽  
Author(s):  
AKIMICHI OMURA ◽  
MASAHIRO KAMBARA ◽  
SEIICHIRO TAKETSUNA
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Causal Attribution ◽  
Senior High School

scholarly journals TEACHERS FEEDBACK AND ITS IMPACT ON STUDENTS ACADEMIC PERFORMANCE IN GHANA: A CASE STUDY OF NEW EDUBIASE SENIOR HIGH SCHOOL

2020 ◽  
Vol 2 (6) ◽  
pp. 166-186
Author(s):  
Justice Agyei Ampofo
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
High School Students ◽  
Formative Assessment ◽  
Student Learning ◽  
Positive Impact ◽  
Senior High School ◽  
School Students ◽  
Senior High School Students

The purpose of the study was to investigate how feedbacks from teachers affect the academic achievement of New Edubiase Senior High School students in the Adansi South District of Ghana. The descriptive survey design was employed for this study. The researcher used questionnaire as the main instruments for data collection. The target population for the study was all the teachers and students of New Edubiase Senior High School. In all, 60 teachers and 60 students were used for the study. Simple random and purposive sampling strategy was employed to select respondents for the study. Percentages were used for the analysis of the response and presented in tables and charts. Findings showed that students of New Edubiase Senior High School are aware of the importance of teachers’ feedback, both formal and informal type of formative assessment is used in assessing students of New Edubiase Senior High School by their teachers but the type of formative assessment that is mostly used in assessing students is formal. The study also found out that feedback help students to know the benefit of learning, encourages students to be more active and participate in class activities, help students to internalize and process the demands of task given to them by their teachers, increases self-esteem of students, guides students in on their performance, feedback deepen the understanding of students on their performance and also clarify what students should do. The study concluded that feedback can be used as an effective teaching tool by teachers in improving students’ academic achievement. Based on the findings, it was recommended that teachers of New Edubiase Senior High School should use formative feedback effectively as an effective tool on student learning and achievement and must also see the importance of assessment and clearly show how feedback can have a positive impact on student learning. Keywords: Teachers Feedback, Impacts, Senior High School Students, Academic Performance, New Edubiase.

scholarly journals Influence of the internet on the academic achievement of Senior High School students in the Cape Coast Metropolis of Ghana

2018 ◽  
Vol 6 (08) ◽  
Author(s):  
Joana Duker ◽  
Ebenezer Appah Bonney ◽  
Maria-Goretti Dunyo Adibi
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
High School Students ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Senior High School ◽  
Mixed Method Research ◽  
Cape Coast ◽  
Information And Communication

To many, the emergence of Information and Communication Technology (ICT) has done more harm than good to the youth particularly adolescent students. Hence, this study sought to investigate the influence of Information and Communication Technology (ICT) on the academic achievement of students of Holy Child Senior High School in Cape Coast. It specifically examined how ICT improves the academic achievement of students, other uses to which students put ICT/internet facility, its effects on their moral behaviour, and how it can be regulated among students. It also tested relationship between the students’ use of computer and their academic performance at 5% significance level. The study design was the Mixed Method Research type with a population consisting of 70 teachers, 1010 students, their parents and internet café operators in the Metropolis. A sample size of 300 was determined for the study comprising 200 students, 50 teachers and 45 parents randomly selected, while five internet café operators in the Metropolis were purposively chosen. The study recorded a 91.3% retrieval rate. Questionnaires and interview schedules were designed to solicit information from the respondents. The SPSS was used to analysis the data gathered. The study confirms that ICT/internet has a positive influence on the academic performance of students. It is recommended that students should be allowed and encouraged to use ICT/internet strictly for only academic purposes.

scholarly journals EFFECT OF CONCEPT MAPPING INSTRUCTIONAL STRATEGY ACCOMPANIED BY DISCUSSION WEB ON STUDENTS’ ACADEMIC ACHIEVEMENT IN THE CONCEPT OF GENETICS

2021 ◽  
Vol 5 (3) ◽  
pp. 1-16
Author(s):  
Ezekiel Akotuko Ayimbila ◽  
Diana Akantagriwon
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Concept Mapping ◽  
Instructional Strategy ◽  
Teaching Method ◽  
Senior High School ◽  
Control Group ◽  
P Value ◽  
Test Retest Reliability ◽  
Experimental Group

Purpose: This study explored the effect of Concept Mapping Instructional Strategy Accompanied by Discussion Web on students’ academic achievement in the concept of Genetics at Navrongo Senior High School, generally, and on gender basis. Methodology: The study adopted quasi-experimental design (pretest, posttest non-equivalent design). The sample comprised of 80 Navrongo Senior High School Form Three Gold Track and Green Track science students. Students from the Green Track class and Gold Track class were assigned experimental group and control group respectively. The experimental group class was made up of 23 males and 20 females. The control group class was also made up of 24 males and 13 females. Pretest was administered to all the participants. The experimental group was taught using Concept Mapping Instructional Strategy Accompanied by Discussion Web. The control group was taught using Conventional Teaching Method. A posttest was administered to both groups to determine the effectiveness of the treatment. The reliability of the test items was determined using test-retest reliability coefficient. The test-retest reliability coefficients of the instruments were found to be 0.70 and 0.73 for the pretest and posttest respectively. The data obtained were analysed using t-test. Results: The pretest test scores revealed that the students were homogeneous in terms of academic achievement (t-value = 1.05, p-value=0.30, p>0.05). Posttest results of students in the experimental group were significantly higher than the control group (t-value = 8.07, p-value = 0.000, p < 0.05). The result of the posttest showed that the use of concept mapping instructional strategy accompanied by discussion web in teaching genetics was more effective than conventional teaching method. There was no statistically significant difference in the academic achievement of male and female students in the experimental group (t-value = 1.68, p-value = 0.11, p > 0.05). Unique contribution to theory, practice and policy: This study recommended that Biology teachers in Navrongo Senior High School should be encouraged to teach Genetics using Concept Mapping Instructional Strategy Accompanied by Discussion Web in order to improve the academic achievement of students. Science teachers should be given the opportunity to attend workshops, seminars, conferences to enable them update their knowledge on current instructional strategies that are capable of improving the academic achievement of students. The Government, Ghana Education Service and Ministry of Education should establish professional development fund for teachers to enable them upgrade professionally and also improve on their teaching styles since most teacher are not abreast with the current or modern methods of teaching.

Academic achievement tests (continued): Senior high school and junior college.

2006 ◽  
pp. 114-156
Author(s):  
Donald G. Paterson ◽  
Gwendolen G. Schneidler ◽  
Edmund G. Williamson
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Junior College ◽  
Achievement Tests ◽  
Senior High School

scholarly journals Factors Contributing to Poor Academic Performance of Students in Kongo Senior High School in the Kongo District

2021 ◽  
pp. 16-25
Author(s):  
Matthew Kojo Namale ◽  
Joshua-Luther Ndoye Upoalkpajor ◽  
Cornelia Aganazure Ayambire
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
High School Students ◽  
Sampling Method ◽  
Survey Design ◽  
Senior High School ◽  
School Students ◽  
Teachers And Students ◽  
The Difference

The study investigated the factors influencing low academic performance of Kongo Senior High School Students in the Kongo District in the Upper East District. The Objectives of the study were to: identify the teacher factors that contribute to the low academic performance of students in Kongo Senior High School, identify how students’ attitude contribute to low academic achievement and indicate how school physical facilities contribute to low academic performance of students. The study also indicated the difference in perception between teachers and students with regard to ways teachers contribute to low academic achievement of students, indicate the difference in perception between teachers and students with regard to how school physical facilities contribute to low academic performance of students and indicate the perception between teachers and students about how students’ attitude contribute to low academic performance. The descriptive survey design was used for the study. A self-designed questionnaire with a reliability coefficient of .73 was used to gather data from a sample of 154 respondents. Purposive sampling method was used to select the school. Simple random sampling method was used to select student participants while convenient sampling method was used to select teachers for the study. The study revealed that teachers did not give feedback regularly to students. It was also found that students were not active in lesson. The study showed that the school did not have enough classroom furniture to to aid teaching and learning. Therefore, it was suggested that teachers should regularly give feedback on students’ work for them to know how they are doing in their subjects. It was also recommended that stakeholders of education should provide enough furniture for the school.

scholarly journals Correlation between Multiple Intelligence and English Academic Performance of EFL Learners of 11th Grade Students Senior High School

2020 ◽  
Vol 4 (1) ◽  
pp. 69-86
Author(s):  
Lidia Gusnen Mimid ◽  
Kasmaini Kasmaini ◽  
Elfrida Elfrida
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
High School Students ◽  
Multiple Intelligences ◽  
Alternative Hypothesis ◽  
Pearson Correlation ◽  
Senior High School ◽  
School Students ◽  
11Th Grade

The main purpose of this study was to review intelligence types that students employ in relation to their foreign language learning. This correlational study aimed to investigate the correlation of multiple intelligences and students’ academic performance. The population of this study was 205 student’s 11th grade of senior high school of 03 SELUMA.  The data was collected by using total sampling learning English class eleventh senior high school.  Data analyzed this study of to investigate the correlation between the multiple intelligences and the academic achievement score of senior high school students. Data was analyzed by descriptive statistics the results from Pearson Correlation of intelligence and academic achievement variables. Based on the data analysis it was found between two variables was 0.348, results showed that low correlation existed between multiple intelligences and academic performance. As a consequence, the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. This indicates that multiple intelligences did not significantly affect academic performance. It seems that multiple intelligences were not the only factor that affects the achievement. Intrapersonal the leading intelligence type and the musical intelligence was the least common intelligence type employed by the students who participated in this research.

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