Student Perception of Academic Achievement Factors at High School

Bahar, Mustafa

doi:10.12973/eu-jer.5.2.85

Cited by 5 publications

(3 citation statements)

References 49 publications

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“…Therefore, in this study, academic achievement is indicated by learners' competency in English Language. According to Bahar (2016), academic achievement can be affected or influenced by numerous factors including classroom atmosphere. Therefore, it is essential for teachers to do everything possible to ensure that school environment and classroom atmosphere, in particular, favors the interest of learners for maximized learning achievement to be realized.…”

Section: The Concept Of Academic Achievementmentioning

confidence: 99%

Untitled

2019

IJEPRR

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This study sought to establish the relationship between English Language competency and classroom atmosphere among secondary schools in Arusha District. Through survey design, a sample of 180 students filled the questionnaire. Analysis of data involved Descriptive statistics, T-test and Pearson Correlation. The study established that female students had significantly higher mean score in language competency than male students. Students in classes with 40 or less members had significantly higher mean score than those in classes with more than 40 students. Teachers give necessary support to students for maximized learning outcome and classrooms are clean and orderly, have ideal sitting arrangement and are free from external and internal noise. Language competency is positively influenced by classroom infrastructure and effective teachers' support. The more the teachers give support, the more the learners are motivated to support one another in the process of teaching and learning, thus, likelihood for maximized learning outcome. While teachers need to add more effort to enhance language competency to male students, school administration needs to ensure reduced number of students in classrooms and maintain classroom cleanliness and orderliness for maximized learning outcome.

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Section: The Concept Of Academic Achievementmentioning

confidence: 99%

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2019

IJEPRR

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“…Good study habits include time management, interest in class, completion of assignments or doing homework on time, following a study schedule and concentration etc. (Bahar, 2016). Study skills or habits represent rate of the involvement of students in their studies, regular review of academic tasks and material and ability to manage time properly to complete academic tasks (Crede & Kuncel, 2008).…”

Section: Introductionmentioning

confidence: 99%

Influence Of Perceived Teacher Acceptance-Rejection On Study Habits And Achievement Of School Students

Malik

Buriro

Khatoon

2021

PJGS

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This study was conducted to analyze the impact of teacher acceptance or rejection on the study habits and academic achievement of school students. The sample of two hundred students of the tenth class was recruited from the Government schools of Hyderabad city. The age of the participants was 15-17 years. Data were collected after taking permission from the school administration and parents. Study habits inventory (SHAI) and teacher acceptance-rejection scale (TARQ) was administered to the participants. It was assumed that perceived teacher acceptance-rejection would be correlated significantly with the study habits of the participants. Further assumed that low academic achievers would score higher on teacher aggression, neglect and rejection as compared to high academic achievers. Gender differences in the perceived teacher acceptance-rejection were also assumed. Results indicated a significant negative relationship between teacher aggression, neglect, rejection and study habits of the students. Low academic achievers perceived teachers as more neglected and aggressive as compared to high achievers. High academic achievers perceived more teacher warmth and less neglect than low achievers. Gender differences also found in terms of teacher acceptance-rejection, female school students perceived more teacher’s warmth, whereas boys perceived teachers as more controlling than the girls. These findings are helpful to understand the importance of the role of the teacher during schooling specifically. The implication of the findings pointed out the importance of teacher training at the school level especially to make them better able to build a strong and positive relationship with students because it, in turn, influences the study attitudes and achievement level of students.

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“…When the students in a country fail to perform well in their academics the future of the country is considered ineffectual in terms of skilled man power. In Turkey, Bahar (2016) observed a massive failure of students in their academic achievement that posed a threat to the future labor market competencies. This also called for setting up of bodies tasked to inspect the causes of underperformance in Turkey.…”

Section: Introductionmentioning

confidence: 99%

Students’ Academic Self-Esteem and Academic Achievement Relationships in Public Secondary Schools in Nakuru County, Kenya

Ogot¹,

Micah²,

Mary³

2020

JEP

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Academic achievement is important in the determination of a students' future prospects. Educationists and other stakeholders have consistently used students' academic achievement results as basis of advancement and employment opportunities. The learners' academic self-esteem correspondingly shape the learning environment of students. The purpose of this study was to examine students' academic self-esteem and academic achievement relationships in public secondary schools in Nakuru County, Kenya. Correlational research design and both quantitative and qualitative research approaches were used in the study. The population of the study comprised 23,309 from 29 public secondary schools. The sample size for the study was 407 respondents, comprising of 378 form three students and 29 class teachers. The study used closed-ended questionnaires to collect data on selfesteem from students and interview schedule to collect data from class teachers. Self-esteem scale was adopted and adjusted using Rosenberg Self-esteem Inventory. Data for academic achievement was obtained from school examinations results record. Cronbach's Alpha test of internal constituency for self-esteem questionnaire had reliability coefficients of 0.873 which was considered acceptable. The study found out that there was a significant relationship between students' academic self-esteem and academic achievement in public secondary schools in Nakuru County, Kenya. The study concluded that students' academic self-esteem affects their academic achievement. In respect to this, the study recommended the Kenya Institute of Curriculum Development (KICD) to develop a curriculum or teaching methods that seeks to improve students' academic self-esteem for better academic achievement.

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Student Perception of Academic Achievement Factors at High School

Cited by 5 publications

References 49 publications

Untitled

Untitled

Influence Of Perceived Teacher Acceptance-Rejection On Study Habits And Achievement Of School Students

Students’ Academic Self-Esteem and Academic Achievement Relationships in Public Secondary Schools in Nakuru County, Kenya

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