School climate and culture : a case study on the impact of student perception

2018 ◽  
Author(s):  
◽  
Lindsay N. Kearns
Keyword(s):  
School Climate ◽  
Grade Point Average ◽  
Student Performance ◽  
Negative Impact ◽  
Student Perception ◽  
Low Grade ◽  
Chi Square ◽  
Grade Point ◽  
School Climate And Culture ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study takes a deeper look into the factors that create school climate and culture and how those factors are perceived by students. A quantitative study was conducted by administering a survey to 199 students at one rural Midwest high school. A chi-square test was performed to determine differences between two groups; high and low-grade point average and high and low attendance. Many statistically significant findings were found especially among the low-grade point average and low attendance groups. While students appeared to be overall pleased with some areas within the school such as safety, the biggest negative impact was seen in student stress levels and lack of connections with faculty members. The results suggest that a positive climate and culture can also influence student grade point average and attendance which can further impact student performance areas that toward which educators strive.

scholarly journals Impact of paid work on the academic performance of nursing students

PeerJ ◽  
2016 ◽  
Vol 4 ◽  
pp. e1838 ◽  
Author(s):  
Mery Constanza García-Vargas ◽  
Mercedes Rizo-Baeza ◽  
Ernesto Cortés-Castell
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Grade Point Average ◽  
Negative Impact ◽  
Paid Work ◽  
Cross Sectional ◽  
Work Activity ◽  
Grade Point ◽  
Increased Risk ◽  
The Impact

Background.Little research exists on the impact of paid work on academic performance of students of health sciences. No research exists on this subject for students in Colombia.Objectives.This paper seeks to analyze the impact of paid work on academic performance among nursing students. Design, settings and participants: cross-sectional research, involving 430 of nursing students from the National University of Colombia (N= 566).Methods.Variables analyzed: sex, age, work activity, attendance, current semester, degree subjects studied and unavailable, lost credits, grades during the second semester of 2013, and delayed semesters. Subgroups analyzed: (i) according to labor activity: do not work, work up to 20 h and work more than 20 h per week; (ii) Grade point average: failing is considered as less than 3.0 and passing 3.0 or above out of 5.0. Percentage of delayed semesters were calculated. Qualitative and quantitative variables were analyzed for groups by work activity. The percentage and probability of students getting a grade point average less than 3.0 and delaying semesters were calculated by multivariate logistic regression.Results. A total of 219 of the students work (50.9%), the main reason is socioeconomic, of which 99 (45.2%) work more than 20 h per week and have an increased risk of failing, which is higher in the first semester. They also get lower grades, lose more credits and take longer to finish the degree. The logistic bivariate regressions of success (grade point average, credits gained, courses gained and not having delayed semesters) reduce with work, above all in those who work more than 20 h per week and increase as the number of semesters completed increases, independent of sex.Conclusion.A high percentage of nursing students work more than 20 h per week. The compatibility of paid work with studies in university nursing students has a negative impact on academic performance, more so when they work more than 20 h per week. This negative impact diminishes as the student completes semesters, irrespective of the sex of the students.

scholarly journals How is Academic Performance Affected by Delay in Student Loan Disbursement in Kenyan Universities? A Case Study of Kenyatta University

2021 ◽  
Vol 11 (1) ◽  
pp. 121
Author(s):  
Alvin Bomer ◽  
Xiaoguang Liu ◽  
Wanjiru Ruth Irungu ◽  
Wambui Ann Wanjiru
Keyword(s):  
Higher Education ◽  
Grade Point Average ◽  
Student Performance ◽  
Student Loan ◽  
Grade Point ◽  
Final Performance ◽  
Main Factors ◽  
The Government ◽  
The Impact

The current research focused on the impact of delayed loan disbursement on performance. The study focused on Kenyatta University, situated in Nairobi, Kenya. In the study, the variables of class attendance, personal expenses, and course registration were evaluated as the main factors that impacted student performance due to delayed loans. A sample of 196 students were randomly selected from the population to take part in the study. The students were given questionnaires regarding higher education loan disbursement and the major variables being evaluated. The results revealed that students who experienced loan delays had problems covering their personal expenses, registering for courses, and attending classes. These challenges had a significant impact on the final performance in terms of grade point average. The study recommended that the government needs to release funds to the Higher Education Loans Board on time to facilitate fast disbursement of loans to the students. Also, it recommended closer collaboration between the Higher Education Loans Board and University administrations to ensure that students who are awaiting their loans are not denied to attend classes and register for courses.

scholarly journals School engagement and school climate of students with high and low grade point averages

2021 ◽  
Vol 48 (4) ◽  
pp. 427-439
Author(s):  
Sylwia Gwiazdowska-Stańczak
Keyword(s):  
School Climate ◽  
Secondary Schools ◽  
Grade Point Average ◽  
School Engagement ◽  
School Achievement ◽  
Grade Point Averages ◽  
Low Grade ◽  
School Life ◽  
Grade Point ◽  
School Learning

For adolescents, school life and learning is one of the most important domains of their lives. School achievement, depending on whether it is high or low, can motivate students to learn or make them reluctant to engage in school learning. Students' engagement in learning is closely related to their perceived school climate. The present study set out to investigate how these two variables distinguish between groups of students with high and low grade point averages. The participants in this study were students from secondary schools from among whom the students with the lowest and the highest grade point average were selected. It is found that students with higher grade point average are more engaged in learning and perceive their school climate as more positive than students with low grade point average.

How to Have Your Cake and Eat It Too: Strategic Indulgence in Big-Time Collegiate Sports Among Academically Successful Students

2018 ◽  
Vol 10 (6) ◽  
pp. 792-801 ◽  
Author(s):  
Lile Jia ◽  
Edward R. Hirt ◽  
Alethea H. Q. Koh
Keyword(s):  
Academic Success ◽  
Grade Point Average ◽  
Goal Pursuit ◽  
Past Research ◽  
Academically Successful ◽  
Low Grade ◽  
Collegiate Sports ◽  
Grade Point ◽  
Successful Students

Past research on academic success emphasizes the need to avoid pleasurable nonacademic activities. In the context of enjoying big-time collegiate sports, we examined the notion that students, especially academically successful ones, may strategically indulge in sports games to resolve the conflict with academic pursuit. After confirming that high- (vs. low-) grade point average (GPA) students indeed found game-related activities less disruptive ( Npilot = 325), we proceeded to study whether strategic indulgence or single-minded avoidance was their preferred means to resolve the game–study conflict. High- (vs. low-) GPA students exhibited three features of strategic indulgence. They were more sensitive to the goodness of the opportunity to partake in collegiate sports ( NStudy1 = 216), engaged in compensatory planning to study on nongame days ( NSudy2 = 409), and actively engaged and enjoyed the game-related activities ( Nstudy3 = 530). These results suggest that understanding strategic indulgence in tempting activities would enrich our knowledge of long-term goal pursuit.

Australian female athlete perceptions of the challenges associated with training and competing when menstrual symptoms are present

2020 ◽  
Vol 15 (3) ◽  
pp. 316-323
Author(s):  
Mike Armour ◽  
Kelly A Parry ◽  
Kylie Steel ◽  
Caroline A Smith
Keyword(s):  
Menstrual Cycle ◽  
Contraceptive Use ◽  
Negative Impact ◽  
Management Strategies ◽  
Chi Square ◽  
Contraceptive Usage ◽  
Menstrual Symptoms ◽  
Potential Risks ◽  
Potential Impact ◽  
The Impact

Coaches consider various competencies (e.g. conditioning, nutrition, skills and tactics), when planning sessions, though rarely the impact of menstruation on the efficacy of training and competition performance for athletes. Given the impact menstrual symptoms can have on athletes, the management strategies that athletes may use to minimise any potential impact, and the mechanisms that provide barriers to greater coach athlete interaction require investigation and consideration. Therefore, this study aimed to investigate the strategies used by athletes to manage menstrual symptoms and the role coaches played in this process. An anonymous, 36-item questionnaire was developed and hosted on Qualtrics. Descriptive statistics and Chi-square statistics were used to analyse the data. One hundred and twenty-four valid responses from Australian athletes 16–45, with a mean age of 29 years, were received. Period pain (82%) and pre-menstrual symptoms (83%) were commonly reported and contributed to fatigue and to perceived reductions in performance during or just prior to the period (50.0% in training, 58.7% on ‘game day’). Contraceptive use was reported by 42% of athletes. Those reporting heavy menstrual bleeding (29.7%) were more likely to report increased fatigue (relative risk 1.6, 95% CI 1.07 to 2.32). Over three-quarters of athletes reported neither they nor their coaches altered training due to the menstrual cycle. Most athletes (76%) did not discuss menstruation with their coaches. Given the perceived negative impact on performance and potential risks with contraceptive usage during adolescence, coaches, trainers and athletes need to have a more open dialogue around the menstrual cycle.

Racial and low-income quotas in Brazilian universities: impact on academic performance

2018 ◽  
Vol 45 (1) ◽  
pp. 156-176
Author(s):  
Claudia Bueno Rocha Vidigal
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Low Income ◽  
Family Income ◽  
Negative Impact ◽  
Public And Private ◽  
Content Type ◽  
The North ◽  
Significant Difference ◽  
The Impact

Purpose The purpose of this paper is to estimate the impact of racial and low-income quotas on academic performance of students from public and private universities in Brazil. Design/methodology/approach Using propensity score matching applied to student-level data from the National Examination of Student Performance conducted in 2012; this paper identifies the impact of the quota policy on academic performance considering all Brazilian universities. Findings The results indicate that there is no statistically significant difference in academic performance between students admitted under the racial quota and those who had the regular admission (non-quota students). The impact is positive, however, for students from the North region of Brazil and among those with very low family income, whereas a negative impact is observed for those from the Central-West region. In regard to the low-income quota, quota students perform worse than eligible non-quota students as their scores are, on average, 14 percent lower. Similar findings are observed when different subsamples are considered. Originality/value This paper’s main contribution is to provide a broader and more rigorous empirical approach than that presented by the existing literature in order to evaluate the impact of quota policies on academic achievement. Moreover, this study considers all Brazilian institutions whereas previous studies are limited to only one or a few universities.

scholarly journals A Course-Embedded Comparison of Instructor-Generated Videos of Either an Instructor Alone or an Instructor and a Student

2018 ◽  
Vol 17 (2) ◽  
pp. ar31 ◽  
Author(s):  
Katelyn M. Cooper ◽  
Lu Ding ◽  
Michelle D. Stephens ◽  
Michelene T. H. Chi ◽  
Sara E. Brownell
Keyword(s):  
Grade Point Average ◽  
Science Studies ◽  
Crossover Design ◽  
Student Survey ◽  
Grade Point ◽  
Prior Literature ◽  
Unexplored Area ◽  
Large Enrollment ◽  
Survey Responses ◽  
The Impact

Instructor-generated videos have become a popular way to engage students with material before a class, yet this is a relatively unexplored area of research. There is support for the use of videos in which instructors tutor students, but few studies have been conducted within the context of a classroom. In this study, conducted in a large-enrollment college physiology course, we used a randomized crossover design to compare the impact of two types of instructor-generated videos that students watched as part of their preclass assignments. We compared videos featuring only an instructor (instructor-only videos) with videos featuring an instructor tutoring a student (instructor–tutee videos). We analyzed student survey responses and weekly physiology quiz scores and found that students preferred, enjoyed, and valued the instructor-only videos significantly more than the instructor–tutee videos. In contrast to prior literature, students with a grade point average (GPA) below the median (3.49) performed significantly better on physiology quizzes after watching instructor-only videos compared with instructor–tutee videos. Students with a GPA at or above the median performed equivalently on physiology quizzes after watching instructor-only or instructor–tutee videos. We present this study as an example of bringing cognitive science studies into the context of a real physiology classroom.

Malocclusion: Social, Functional and Emotional Influence on Children

2012 ◽  
Vol 37 (1) ◽  
pp. 103-108 ◽  
Author(s):  
PA Martins-Júnior ◽  
LS Marques ◽  
ML Ramos-Jorge ML
Keyword(s):  
Quality Of Life ◽  
Negative Impact ◽  
Negative Influence ◽  
Open Bite ◽  
Anterior Open Bite ◽  
Chi Square ◽  
Exact Test ◽  
Chi Square Test ◽  
The Impact

Objectives: To determine the association between types of malocclusion and quality of life in children between 8-10 years of age and establish correlations between the severity of the malocclusion and particular bio-psychosocial variables. Study design: The sample was made up of 102 schoolchildren aged 8-10 years. Clinical exams were performed using the criteria of the Dental Aesthetic Index (DAI) to determine the presence and severity of malocclusions. The impact on quality of life was assessed using the Child Perceptions Questionnaire (CPQ8-10). Statistical analysis involved the chi-square test, Fisher's exact test and Spearman's correlation analysis. Results: Malocclusions affected 61% of the children examined. There was a positive correlation between total CPQ8-10 and DAI scores (P = 0.034). The following types of malocclusion had a significant effect on the quality of life of the children: upper anterior irregularity ≥ 2 mm, anterior open bite ≥ 2mm and diastema ≥ 2mm. Children with malocclusion experienced a greater negative impact on quality of life in comparison to those without malocclusion. Conclusions: Malocclusions had a negative influence over the quality of life of children between 8-10 years of age. More severe malocclusions had a greater impact with regard to social, emotional and functional aspects.

Is All Parental “Noninvolvement” Equal? Barriers to Involvement and Their Relationship to Latino Academic Achievement

2017 ◽  
Vol 39 (2) ◽  
pp. 169-179 ◽  
Author(s):  
Jamie D. Alexander ◽  
Ronald B. Cox ◽  
Andrew Behnke ◽  
Robert E. Larzelere
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Grade Point Average ◽  
Parental Behavior ◽  
Latino Youth ◽  
Work Schedule ◽  
Grade Point ◽  
Negative Behaviors ◽  
The Impact

High parental involvement has consistently been shown to enhance academic achievement among Latino youth. Still, some youth continue to thrive academically despite low parental involvement. The Theory of Rationality suggests that the impact of even potentially negative behaviors depends on how the behavior is interpreted. To test the application of this theory to parental “noninvolvement” among Latinos, we assessed how adolescent rationales about their parents’ noninvolvement in their schooling affected grade point average (GPA). Results showed that parental lack of transportation and feeling unwelcomed at school as reasons for noninvolvement were significantly and negatively related to GPA, and conflict with work schedule was significantly and positively related to GPA. Other reasons for noninvolvement were not significantly associated with GPA. Findings indicate that the meaning adolescents attribute to parental behavior may be a stronger predictor of academic achievement than the amount of involvement alone.

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