Teacher Attitudes and Influence on Student Academic Lives: Perceptions of High School Students

2020 ◽  
Vol 9 (1) ◽  
pp. 25-44
Author(s):  
Reneta Sibel Yolak ◽  
Sibel Akmehmet Şekerler ◽  
Zeynep Kızıltepe ◽  
Fatma Nevra Seggie
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Teacher Attitudes ◽  
Small Scale ◽  
School Students ◽  
Negative Attitudes ◽  
Self Confidence ◽  
Positive Attitudes ◽  
Personal Qualities ◽  
Academic Lives

The attitudes of teachers towards their students are of utmost importance in contributing to students’ academic development. This small scale qualitative study investigated the perceptions of 36 students from five different high schools on teacher attitudes and the influence of these attitudes on their lives. Findings suggested that perceived positive attitudes such as being patient and compassionate supported students’ self-confidence helping them love the lessons, socialize, develop their personalities, recognize and improve their abilities, potentials, and personal qualities. In contrast, perceived negative attitudes such as being humiliating and biased led to psychological problems, low academic success, and low self-confidence.

Gender and Attitudes toward Computers and Calculators: Their Relationship to Math Performance

1989 ◽  
Vol 5 (2) ◽  
pp. 167-177 ◽  
Author(s):  
Gail F. Munger ◽  
Brenda H. Loyd
Keyword(s):  
High School Students ◽  
Attitude Scale ◽  
Mathematics Performance ◽  
Attitudes Toward Computers ◽  
School Students ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Attitudes Toward Calculators ◽  
The Relationship

In education, computers and calculators historically have been associated with mathematics and the sciences, and are frequently incorporated into these areas of the curriculum. This may have serious implications for females because of the long history of reported sex differences in achievement and attitudes in mathematics and related disciplines. This study of sixty high school students examines the relationship between mathematics performance and students' attitudes toward technology (computers and calculators), and whether the relationship is similar for males and females. A practice form of the General Educational Development (GED) test was used to measure mathematics performance. Students' attitudes toward computers were assessed by the Computer Attitude Scale, and attitudes toward calculators were assessed by a 4-item measure developed by the authors. In general, students with more positive attitudes toward computers and calculators were found to perform better than students with more negative attitudes.

scholarly journals Gender Differences in Attitudes and Achievement in Mathematics among Ghanaian JHS Students

2020 ◽  
Vol 12 (3) ◽  
pp. 84
Author(s):  
Derrick Anokye-Poku ◽  
Ernest Ampadu
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Junior High School ◽  
Survey Design ◽  
School Students ◽  
Self Confidence ◽  
Positive Attitudes ◽  
Significant Difference ◽  
And Performance ◽  
And Mathematics

Students’ learning and performance in mathematics is affected by several factors, including students’ attitude. This paper aims to understand the gender differences in attitude toward mathematics and mathematics achievement. A descriptive survey design was used, and the participants consisted of 360 Junior High School students. Two instruments, semi-structured questionnaire and students test scores were used. The results revealed that, in general, both female and male students held positive attitudes towards mathematics, and there was no significant difference in attitudes between genders toward mathematics. However, the results established that there was a significant difference in achievement. It was recommended that to achieve sustainable development goal 4, teachers, parents, and educational authorities should develop creative and innovative ways of helping students, especially female students to build self-confidence in the learning of mathematics.

Information Organization of a Tutorial and Students' Attitudes towards History Learning

1994 ◽  
Vol 6 (1) ◽  
pp. 59-64
Author(s):  
Avigail Oren
Keyword(s):  
High School ◽  
High School Students ◽  
Information Organization ◽  
Intermediate School ◽  
School Students ◽  
Negative Attitudes ◽  
Learning History ◽  
Positive Attitudes ◽  
History Learning ◽  
Students Attitudes

Some difficulties in historylearning which are related mostly to the Israeli syllabus create a negative attitudes of students toward this domain. It is agreed that computers contribute to students motivation, but we were interested to explore the role of information organization in this aspect. This article describes an evaluation of a tutorial supportinghistoryinstruction in which intermediateschool students and high school students had been involved. The tutorial wasorganizedin a specificmodebywhich information was separated visually from the assignments but shared the same learning environment, likewise information included various types organized also separately. Findingsindicated thatmost ofthe intermediate school students had found the computer as the main reason for enjoying the tutorial andfor acquiringknowledge. High-school students found that the information organization was the main reason for enjoying the tutorial and for acquiring knowledge. No difference was between the two groups as far as the importance of information in the process of learning. It was proved that the information in this mode of organization was an important factor in framing students positive attitudes towards learning history through computers.

Brief Report: The Urban Project: A Model to Help Minority Students Prepare for Mathematics-Based Careers

1984 ◽  
Vol 15 (2) ◽  
pp. 172-176
Author(s):  
Lucille Croom
Keyword(s):  
High School ◽  
High School Students ◽  
Minority Students ◽  
Role Models ◽  
Minority Groups ◽  
School Students ◽  
Self Confidence ◽  
Positive Attitudes ◽  
Transition From High School ◽  
Urban Project

In recognition of the need to prepare students better for careers in science and technology and of the underrepresentation of minorities in such careers, various efforts have been launched around the country to improve minority students' academic preparation for college. Any project designed to help high school students from minority groups prepare for mathematics-related careers should be broadly based. In addition to intensive jnstruction in mathematics and science, it should provide training in various academic skills, information about careers and their requirements, experiences in various working environments, opportunities to meet people who might serve as role models, assistance in making the transition from high school to college, and support in developing positive attitudes and self-confidence.

scholarly journals RESEARCH OF STEM EDUCATION IMPLEMENTATION IN UKRAINE: GENDER ASPECT

2021 ◽  
Vol 33 (3) ◽  
pp. 61-82
Author(s):  
Oksana Buturlina ◽  
Tetiana Lysokolenko ◽  
Serhii Dovhal
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Stem Education ◽  
Career Planning ◽  
Technological Education ◽  
School Students ◽  
Self Confidence ◽  
Conducting Research ◽  
And Mathematics

Given the importance of overcoming the shortage of staff in the STEM market, this study aims to present the analysis in terms of gender characteristics that affect the choice of profession by high school students. The sociological survey was conducted using the online method - a survey using Google Forms service. Four hundred and thirty-one respondents were 11th grade students (including 230 girls and 201 boys) who studied in experimental secondary schools in Dnipropetrovsk region participated in the survey. The methodology covers such aspects, as students’ knowledge of mathematics and natural sciences; career interests in the context of students’ motivation in studying STEM disciplines; students’ knowledge of the requirements for STEM careers. In the research, by comparing the answers of male and female respondents, it became possible to draw parallels on gender differences in the field of professional preferences of the surveyed students in the context of STEM education. Thus, after conducting research on gender specifics that influence the choice of profession in STEM areas by high school students, we can talk about the following. The obtained results show that there are insignificant differences between girls and boys in the field of interest in natural and mathematics sciences and technological education with an advantage in favor of boys. The results suggest that the choice of profession by high school students in the field of STEM is influenced by awareness of the prospects of the future career and self-confidence, which is connected with students’ academic success in mathematics, science and technology education. The study is one of the pilot projects in Ukraine. To further delve into the problem, it is necessary to conduct a regression analysis of several variables, in particular, the study of the relationship between career planning in the field of STEM and the type of residence of students (metropolis, city, town, village) and analysis of STEM preferences with reference to academic success of boys and girls.

Assessment of the implicit attitude of Japanese people toward blacks and Little Black Sambo

2018 ◽  
Author(s):  
Kazuo Mori
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Implicit Attitudes ◽  
Picture Book ◽  
Implicit Attitude ◽  
Japanese People ◽  
School Students ◽  
Negative Attitudes ◽  
Single Target ◽  
Significant Difference

We examined whether Japanese people, 47 junior high school students, 49 undergraduates, and 52 older adults, possessed negative attitudes against blacks and the picture book Little Black Sambo. We assessed the implicit attitude toward the target word pairs, “black/white” and “Sambo/Heidi,” by utilizing a paper-based Implicit Association Test and found that both black and Sambo were associated more negatively than white and Heidi. However, the implicit attitudes assessed with a single-target IAT showed that 67 Japanese students showed positive implicit scores for blacks but with smaller valences. A post hoc analysis revealed that the reading experience of Little Black Sambo did not show a significant difference between the implicit attitudes of those who had and had not read the book.

scholarly journals Your Voice Counts: Listening to the Voice of High School Students With Autism Spectrum Disorder

2011 ◽  
Vol 35 (2) ◽  
pp. 173-190 ◽  
Author(s):  
Beth Saggers ◽  
Yoon-Suk Hwang ◽  
K. Louise Mercer
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Practice ◽  
Autism Spectrum ◽  
Student Perspective ◽  
Small Scale ◽  
School Students ◽  
School Communities ◽  
Students With Autism

AbstractSupporting students with autism spectrum disorders (ASDs) in inclusive settings presents both opportunities and significant challenges to school communities. This study, which explored the lived experience of nine students with ASD in an inclusive high school in Australia, is based on the belief that by listening to the voices of students, school communities will be in a better position to collaboratively create supportive learning and social environments. The findings of this small-scale study deepen our knowledge from the student perspective of the inclusive educational practices that facilitate and constrain the learning and participation of students with ASD. The students' perspectives were examined in relation to the characteristics of successful inclusive schools identified by Kluth (2003). Implications for inclusive educational practice that meets the needs of students with ASD are presented.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

scholarly journals Gender Differences in Attitudes of Students Attending Non-Inclusive School Towards Inclusive Physical Education

2021 ◽  
Vol 61 (2) ◽  
pp. 156-171
Author(s):  
Dagmar Nemček ◽  
Julie Wittmannová
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Intellectual Disabilities ◽  
Motor Skills ◽  
Positive Attitude ◽  
Goal Achievement ◽  
School Students ◽  
Positive Attitudes ◽  
Inclusive School

Summary The objective of the study was to determine and compare the attitudes of high school students of the non-inclusive school towards inclusive physical education according to gender. This study deepened the knowledge about the students’ attitudes toward the inclusion of students with physical and intellectual disabilities. The research sample comprised a total of 181 able-bodied high school students (56 boys and 125 girls) attending one non-inclusive high school in Bratislava, Slovakia. Modified Czech version of the CAIPE (Children’s Attitude toward Inclusive Physical Education) questionnaire was used as a primary research method. Girls presented higher levels of positive attitudes towards inclusive physical education (IPE) in goal achievement, motivation, and motor skills learning. Boys showed a higher level of positive attitudes in the self-confidence of students with disabilities through IPE. In the goal achievement, girls expressed a significantly higher positive attitude towards IPE in students with intellectual disabilities inclusion (U = 2817, p = 0.029, r = 0.168). The highest level of a positive attitude toward IPE declared both genders by society inclusion and the lowest level of positive attitude by motor skills acquisition. Slovak students of a non-inclusive high school showed a positive attitude toward IPE for the inclusion of pupils with physical as well as intellectual disabilities.

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