subject:(academic performance)

University of Zambia

1. Likando, Sumbwanyambe. School and home factors contributing to poor academic performance among female secondary school pupils in Lusaka: The views of teachers,pupils and parents .

Degree: 2017, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/5121

► iv ABSTRACT This study aimed at establishing school and home factors contributing to poor academic performance among female secondary school pupils of Lusaka District in… (more)

▼ iv ABSTRACT This study aimed at establishing school and home factors contributing to poor academic performance among female secondary school pupils of Lusaka District in Zambia. The objectives were to: Find out the views of teachers, pupils and parents on school and home factors leading to poor academic performance among female pupils in three girls only government secondary schools; identify academic interventions put in place in homes to enhance female pupil academic performance; and establish the academic policies in three girls only secondary schools that enhance academic performance. A descriptive research design under qualitative approach was used to conduct this study. The study sample was 54, comprising: 15 teachers, 24 pupils and 15 parents. Data was collected through interview guides, naturalistic observation schedules and Focus Group Discussions guide and analyzed using thematic analysis. The study findings revealed both school and home factors to have negatively affected the female pupil academic performance. School factors included: lack of library facilities in schools, inadequate teaching and learning materials as well as teacher and pupil absenteeism. The home factors included: abuse of gadgets like phones and internet facilities, peer pressure, lack of electricity and inadequate money to purchase candles for lighting purpose. In terms of academic policies, the study revealed the following: the homework policy, absenteeism policy, open day policy, and repeat a grade policy, guardian collection of report cards, price giving policy and continuous professional development meetings policy. As regards home academic interventions, the study revealed the following: control of pupils play and television time, offering scaffolding and counseling to pupils, purchasing school materials as well as parents checking and signing pupils’ note books. Bordering on the findings of the study, the following recommendations were made: The government through the MoGE should ensure that all girls’ government secondary schools are well funded in order for them to have well stocked library facilities and adequate teaching and learning materials. The MoGE should also use PTA meetings to encourage parents to take kin interest in their children’s school work by keeping check on their notes as well as homework; this will stimulate pupils’ internal motivation to work hard. Key words: School, Academic performance, MoGE, Quality education and Factors

Subjects/Keywords: Academic performance

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Likando, S. (2017). School and home factors contributing to poor academic performance among female secondary school pupils in Lusaka: The views of teachers,pupils and parents . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5121

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Likando, Sumbwanyambe. “School and home factors contributing to poor academic performance among female secondary school pupils in Lusaka: The views of teachers,pupils and parents .” 2017. Thesis, University of Zambia. Accessed February 28, 2020. http://dspace.unza.zm:8080/xmlui/handle/123456789/5121.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Likando, Sumbwanyambe. “School and home factors contributing to poor academic performance among female secondary school pupils in Lusaka: The views of teachers,pupils and parents .” 2017. Web. 28 Feb 2020.

Vancouver:

Likando S. School and home factors contributing to poor academic performance among female secondary school pupils in Lusaka: The views of teachers,pupils and parents . [Internet] [Thesis]. University of Zambia; 2017. [cited 2020 Feb 28]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5121.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Likando S. School and home factors contributing to poor academic performance among female secondary school pupils in Lusaka: The views of teachers,pupils and parents . [Thesis]. University of Zambia; 2017. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5121

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Université de Sherbrooke

2. Ciza, Ezechiel. Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes .

Degree: 2019, Université de Sherbrooke

URL: http://hdl.handle.net/11143/15131

► La complexité de l’activité d’apprentissage conserve une large part d’imprévisibilité, d’incommensurabilité jamais saisie dans sa totalité (Vinatier, 2013). Devant la multiplicité des situations d’apprentissage et… (more)

▼ La complexité de l’activité d’apprentissage conserve une large part d’imprévisibilité, d’incommensurabilité jamais saisie dans sa totalité (Vinatier, 2013). Devant la multiplicité des situations d’apprentissage et de la tâche de formation évaluation qu’implique et qui incombe à l’enseignant, en quoi les contenus et les processus mis en oeuvre permettent-ils aux élèves d’apprendre, de se former, de s’approprier le savoir en contexte de devoirs scolaires? Quelle est la proximité ou la distance entre la matière enseignée et la forme de gestion des apprentissages, la relation entre acteurs : l’enseignant, l’élève, les parents, l’école? La personnalité de chacun est en jeu. L’enseignant doit s’adresser à des personnalités, il doit convaincre, se faire accepter et légitimer son action (Kalubi, 2008; Python, Dumons, Bentiri, Cazorla et Terrisse, 2008). Selon Altet et coll. (2012a), le processus d’enseignement-apprentissage s’intéresse particulièrement à : 1) Une intention de mise en mouvement des sujets par la proposition de dispositifs particuliers; 2) Un processus de développement de processus d’action dans ces dispositifs, assorti souvent d’une demande émanant des sujets, de reconnaissance par l’organisation; 3) Un processus de transaction en vue d’attribution d’une reconnaissance à l’individu à partir des processus d’action développés. L’enseignant met en place des dispositifs qui se traduisent par l’acquisition du savoir. Cette organisation comportera un accompagnement au sein de la classe, de l’école, mais aussi hors la classe par l’aide aux devoirs par les parents ou les organismes consultés par les parents. Ces dispositifs permettraient-ils d’acquérir une maîtrise suffisante du savoir et favoriser la collaboration École-famille-communauté? Cet accompagnement vise à répondre aux questions immédiates dans la temporalité des préoccupations de l’élève et nécessite une programmation du travail entre l’enseignant et l’élève, avec des temps d’échanges favorisant de faire le point sur les difficultés rencontrées, les solutions d’aide qu’il est nécessaire de prévoir, les objectifs à mettre en oeuvre. Faut-il attendre que l’élève soit en difficulté dans sa classe pour prendre de telle disposition? L’accompagnement doit permettre à l’élève de se situer par rapport à son degré d’acquisition du savoir, de faire évoluer son dispositif de représentation mentale, de connaître ses moteurs, ses freins, ses limites pour se remettre en route et tracer son chemin. Il s’agit donc d’un processus organisationnel, un agir où se mettent en dialectique actions rationnelles et activité du sujet ; d’un processus de référence aux rapports qu’entretient l’enseignant à l’élève, aux autres coéducateurs pour un repérage dynamique, évolutif dans l’action et du processus de problématisation pour que l’accompagné (l’élève) problématise à son tour le sens de sa pratique. Pour répondre à ces questions, nous abordons tout d’abord la problématique générale qui fait appel aux écrits philosophiques, pédagogiques et sociologiques et de ma propre expérience… Advisors/Committee Members: Maubant, Philippe (advisor), Kalubi-Lukusa, Jean-Claude (advisor).

Subjects/Keywords: Academic achievement; Academic success; Academic performance; School performance; Student performance; Student achievement; School effectiveness

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ciza, E. (2019). Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes . (Doctoral Dissertation). Université de Sherbrooke. Retrieved from http://hdl.handle.net/11143/15131

Chicago Manual of Style (16^th Edition):

Ciza, Ezechiel. “Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes .” 2019. Doctoral Dissertation, Université de Sherbrooke. Accessed February 28, 2020. http://hdl.handle.net/11143/15131.

MLA Handbook (7^th Edition):

Ciza, Ezechiel. “Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes .” 2019. Web. 28 Feb 2020.

Vancouver:

Ciza E. Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes . [Internet] [Doctoral dissertation]. Université de Sherbrooke; 2019. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/11143/15131.

Council of Science Editors:

Ciza E. Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes . [Doctoral Dissertation]. Université de Sherbrooke; 2019. Available from: http://hdl.handle.net/11143/15131

University of Alberta

3. Vargas Lascano, Dayuma Ixchel. Transitioning to University: The Effect of Changes in Academic Engagement and Pressure and Support from Friends on Grades.

Degree: PhD, Department of Psychology, 2016, University of Alberta

URL: https://era.library.ualberta.ca/files/cdj52w493n

► In Canada, over half of high school graduates attend post-secondary education (PSE); however, up to 32% of these students fail to graduate. Given that PSE… (more)

▼ In Canada, over half of high school graduates attend post-secondary education (PSE); however, up to 32% of these students fail to graduate. Given that PSE completion requires meeting academic performance standards and that persistence in PSE is strongly associated with academic performance, a better understanding of factors that influence PSE students’ academic performance can inform educators’, students’, and other stakeholders’ efforts to improve persistence in PSE. This dissertation longitudinally examines two aspects of students’ motivational systems proposed to impact academic performance following the Self-Systems Motivational Model: academic engagement and friends’ influences. Whereas extensive research exists on the role of academic engagement and friends on students’ academic performance during elementary and junior high school, research on these issues during high school is limited and during PSE is even scarcer. To address this gap, this dissertation examines university-level students’ academic engagement and their perceived academic pressure and support from friends across their first semester of post-secondary education, the relation of friendship and engagement to one another, and their roles in students’ academic performance (GPA). First-year full-time university students (N = 544) were tracked four times across their first semester. Latent growth curve models showed that all aspects of academic engagement changed across the semester, with some differences in patterns of change over time across different aspects of engagement. Students experienced steady declines in in-class behavioral engagement across the semester while experiencing declines in the first half of the semester followed by slower loss and a slight uptake by the end in all other aspects of engagement investigated, with slight differences in rates of change among them (out-of-class behavioral engagement, cognitive engagement, and social behavioral engagement). Different aspects of friends’ influences also showed different patterns of change across the semester, with students experiencing steady increases in school-supportive pressure throughout, decreasing school-obstructive pressure in the first half of the semester followed by slight increases, and increasing academic instrumental support in the first half of the semester followed by slight decreases. Parallel process models showed significant associations between aspects of academic engagement and aspects of friends’ influences at baseline in seven out twelve assessed models. In general, at the beginning of the semester, more academically engaged students experienced higher school-supportive pressure and academic instrumental support from friends and lower school-obstructive pressure from friends compared to less academically engaged students. Students’ experiences of friends’ influences at the beginning of the semester did not predict change over time in students’ engagement nor did students’ engagement at the beginning of the semester predict change over time in students’ experiences…

Subjects/Keywords: academic engagement; friend influence; academic performance; longitudinal

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Vargas Lascano, D. I. (2016). Transitioning to University: The Effect of Changes in Academic Engagement and Pressure and Support from Friends on Grades. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cdj52w493n

Chicago Manual of Style (16^th Edition):

Vargas Lascano, Dayuma Ixchel. “Transitioning to University: The Effect of Changes in Academic Engagement and Pressure and Support from Friends on Grades.” 2016. Doctoral Dissertation, University of Alberta. Accessed February 28, 2020. https://era.library.ualberta.ca/files/cdj52w493n.

MLA Handbook (7^th Edition):

Vargas Lascano, Dayuma Ixchel. “Transitioning to University: The Effect of Changes in Academic Engagement and Pressure and Support from Friends on Grades.” 2016. Web. 28 Feb 2020.

Vancouver:

Vargas Lascano DI. Transitioning to University: The Effect of Changes in Academic Engagement and Pressure and Support from Friends on Grades. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2020 Feb 28]. Available from: https://era.library.ualberta.ca/files/cdj52w493n.

Council of Science Editors:

Vargas Lascano DI. Transitioning to University: The Effect of Changes in Academic Engagement and Pressure and Support from Friends on Grades. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cdj52w493n

4. Mustafa, Bushra. Assessment of academic stress and its impact on academic performance and adjustment of the students; -.

Degree: Psychology, 2004, Aligarh Muslim University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/51826

Abstract available newline newline

Summary p. 121-123, Bibliography p. 124-138, Appendix p. 139-151

Advisors/Committee Members: Gulrez, Naima K.

Subjects/Keywords: Assessment; Academic Stress; Academic Performance; Adjustment; Students

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mustafa, B. (2004). Assessment of academic stress and its impact on academic performance and adjustment of the students; -. (Thesis). Aligarh Muslim University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/51826

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mustafa, Bushra. “Assessment of academic stress and its impact on academic performance and adjustment of the students; -.” 2004. Thesis, Aligarh Muslim University. Accessed February 28, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/51826.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mustafa, Bushra. “Assessment of academic stress and its impact on academic performance and adjustment of the students; -.” 2004. Web. 28 Feb 2020.

Vancouver:

Mustafa B. Assessment of academic stress and its impact on academic performance and adjustment of the students; -. [Internet] [Thesis]. Aligarh Muslim University; 2004. [cited 2020 Feb 28]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/51826.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mustafa B. Assessment of academic stress and its impact on academic performance and adjustment of the students; -. [Thesis]. Aligarh Muslim University; 2004. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/51826

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

5. DANIEL, TEFERA. PERSONALITY TYPES AND ACADEMIC ACHIEVEMENT MOTIVATION AS CORRELATES OF COLLEGE ACADEMIC PERFORMANCE .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3843

► Different researchoutcomes indicate that noncognitive variablesplay important roles in determining students success or failure in educational activities. The present study aimed at the investigation of… (more)

▼ Different researchoutcomes indicate that noncognitive variablesplay important roles in determining students success or failure in educational activities. The present study aimed at the investigation of the effects of some of these noncognitive variables on college academic performance of our students. More specifically, the purpose of this study was to investigate the relationship between personality types, academic achievement motivation, status on admission and academic performance of college students. A separate and combined effect of each of the independent variable on academic performance was scrutinized. Two hundred thirty nine second year diploma students of KCTE wereselected randomly. Data onpersonality variablesand academic achievement motivation were obtained from MPI and AAM Self-Report inventory administered to these subjects. Students' personal documents and academic records were consulted in order to get data concerning status on admission and academic performance. Data were analyzed using chi-square test of independence, analysis of ~ variance, and stepwise regressionanalysis. The results of statistical analysis indicated that both personality dimensions (Introversion/Extraversion and Stability-Neuroticism) and personality types (stable introversion, stable extraversion,unstable introversion,and unstable extraversion)failed to have significant relationshop with CGPA of the subjects. Above average academic achievement motivation isfound to be a factor in academic success. Status on admission is also found to affect academic excellence where the nonregulars werefound to be inferior in their academic performance and as well as in their academic achievement motivation. Taken as a wholepersonality types, academic achievement motivation, and status on admission are found to have significant relationship with first year CGPA of the subjects. Since the result of this study signals to the educationalists as to the importance of noncognitive variables,further research aimed at investigating the importance of noncognitive variables in the process of education is recommended. Advisors/Committee Members: Dr. Mekonnen Yimer (advisor).

Subjects/Keywords: PERSONALITY TYPES; ACADEMIC ACllEVEMENT; COLLEGE ACADEMIC PERFORMANCE

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

DANIEL, T. (2012). PERSONALITY TYPES AND ACADEMIC ACHIEVEMENT MOTIVATION AS CORRELATES OF COLLEGE ACADEMIC PERFORMANCE . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3843

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

DANIEL, TEFERA. “PERSONALITY TYPES AND ACADEMIC ACHIEVEMENT MOTIVATION AS CORRELATES OF COLLEGE ACADEMIC PERFORMANCE .” 2012. Thesis, Addis Ababa University. Accessed February 28, 2020. http://etd.aau.edu.et/dspace/handle/123456789/3843.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

DANIEL, TEFERA. “PERSONALITY TYPES AND ACADEMIC ACHIEVEMENT MOTIVATION AS CORRELATES OF COLLEGE ACADEMIC PERFORMANCE .” 2012. Web. 28 Feb 2020.

Vancouver:

DANIEL T. PERSONALITY TYPES AND ACADEMIC ACHIEVEMENT MOTIVATION AS CORRELATES OF COLLEGE ACADEMIC PERFORMANCE . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2020 Feb 28]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3843.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

DANIEL T. PERSONALITY TYPES AND ACADEMIC ACHIEVEMENT MOTIVATION AS CORRELATES OF COLLEGE ACADEMIC PERFORMANCE . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3843

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Edinburgh

6. Campbell, Emma. The influence of personality, optimism and coping stratgies on academic performance, perceived stress and psychological well-being: a longitudinal study of first year university students.

Degree: 2008, University of Edinburgh

URL: http://hdl.handle.net/1842/2909

► The present study investigated the relationship of personality, optimism, coping strategies, social support with academic performance, perceived stress and psychological well-being during the stressful life… (more)

Subjects/Keywords: optimism; coping; personality; academic performance

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Campbell, E. (2008). The influence of personality, optimism and coping stratgies on academic performance, perceived stress and psychological well-being: a longitudinal study of first year university students. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2909

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Campbell, Emma. “The influence of personality, optimism and coping stratgies on academic performance, perceived stress and psychological well-being: a longitudinal study of first year university students.” 2008. Thesis, University of Edinburgh. Accessed February 28, 2020. http://hdl.handle.net/1842/2909.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Campbell, Emma. “The influence of personality, optimism and coping stratgies on academic performance, perceived stress and psychological well-being: a longitudinal study of first year university students.” 2008. Web. 28 Feb 2020.

Vancouver:

Campbell E. The influence of personality, optimism and coping stratgies on academic performance, perceived stress and psychological well-being: a longitudinal study of first year university students. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/1842/2909.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Campbell E. The influence of personality, optimism and coping stratgies on academic performance, perceived stress and psychological well-being: a longitudinal study of first year university students. [Thesis]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/2909

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

7. Simuchimba, Jacqueline. Factors contributing to poor performance of grade 12 learners at the national examination in literature in English in secondary schools of Kafue District, Zambia .

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4906

► This study aimed at establishing factors that contribute to poor performance of Grade 12 learners in the national examination of Literature in English in secondary… (more)

▼ This study aimed at establishing factors that contribute to poor performance of Grade 12 learners in the national examination of Literature in English in secondary schools in Kafue District. A sample of 124 respondents selected from three Secondary Schools in Kafue town were used in this study. The objectives of the study were to establish classroom pedagogical practices that were common practices by teachers of literature in English, suitability of teachers’ training to teach the subject, availability of teaching and learning materials that included the prescribed texts, pupils’ and teachers’ attitudes towards the subject and investigate on the causes of the common mistakes made by learners as identified by Examinations Council of Zambia. The study employed a qualitative research design and used interviews, Focus Group Discussions, Documents analysis and classroom observations to collect data. The study has established that lack of proper training of learners in academic writing in the English language covering skills such as how to present work, critical analysis of study texts, identification of themes etc. may be contributing factors to the poor performance in the Literature in English subject. The study further established that strategies used in the classroom by teachers of Literature in English were not adequate enough to fully prepare learners to perform well in the subject. This study holds that the notion that whoever is trained to teach English language can automatically teach literature in English may not be right. The study also established that there was a scarcity of teaching and learning materials in all the sampled schools. The book to pupil ratio was so alarmingly poor such that some learners could not read some texts with comprehension to answer questions on them in the examination. Negative attitudes towards the subject by both learners and teachers for various reasons such as poor reading culture was found to be another contributing factor as the subject requires a lot of extensive reading skills. Some of the major recommendations from this study are that there must be regular Continuous Professional Development (CPD) meetings in schools for Literature in English teachers. Further recommendations are that there may be need to train teachers of literature in English other than relying on teachers of English language in the teaching of the former.

Subjects/Keywords: Examinations – scoring; Academic performance

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Simuchimba, J. (2016). Factors contributing to poor performance of grade 12 learners at the national examination in literature in English in secondary schools of Kafue District, Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4906

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Simuchimba, Jacqueline. “Factors contributing to poor performance of grade 12 learners at the national examination in literature in English in secondary schools of Kafue District, Zambia .” 2016. Thesis, University of Zambia. Accessed February 28, 2020. http://dspace.unza.zm:8080/xmlui/handle/123456789/4906.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Simuchimba, Jacqueline. “Factors contributing to poor performance of grade 12 learners at the national examination in literature in English in secondary schools of Kafue District, Zambia .” 2016. Web. 28 Feb 2020.

Vancouver:

Simuchimba J. Factors contributing to poor performance of grade 12 learners at the national examination in literature in English in secondary schools of Kafue District, Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2020 Feb 28]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4906.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simuchimba J. Factors contributing to poor performance of grade 12 learners at the national examination in literature in English in secondary schools of Kafue District, Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4906

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

8. Zebenay, Lulseged. Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7262

► The primary purpose of this study was to assess the academic performance of female students at Kirkos Sub-city primary schools and investigate factors affecting academic… (more)

▼ The primary purpose of this study was to assess the academic performance of female students at Kirkos Sub-city primary schools and investigate factors affecting academic achievement of female students. Besides it tried to examine the relationship of academic performance with the major three independent factors, such as, school environment (facilities, teacher competency, and principal leadership); socio-economic status of parents, parental education and sex related factors. For data gathering, both quantitative and qualitative research methods were employed. The techniques used were questionnaires, focus group discussions, and interviews. A pilot study was conducted to assess the clarity of the items, the reliability and the feasibility of the instrument by using 30 students from primary school, who were from similar standard. The questionnaire was administered for 160 grade eight students at Kirkos Sub-City. The qualitative instrument constituted of document analysis, student records, and interview. SPSS 20.0 and Statistical techniques such as Percentage, frequency, Spearman's rho and t-test analysis were used for data analysis. The core results were that female students’ academic performance particularly at primary level (first Cycle) was better than that of male students. On the other hand, the same students, i.e., male students’ academic performance particularly at the second Cycle was better than that of female students. The research has identified that factors, such as, school environment (facilities, teacher competency, and principal leadership); socio-economic status of parents, parental education and sex related factors affected the academic performance of female students. The problems female students encountered were school environment, gender related factors, parental education, and socio-economic factors. In conclusion, the majority of problems female students encounter and 9 those factors that affect female students’ academic performance are school based factors and home based factors. Based on the findings, recommendations were suggested. In this respect school administration is responsible to facilitate school environment and fulfill learning materials that impede female students from achieving better results. The school administration is also expected to encourage parental involvement and work diligently to increase parental interaction at school, attempt to provide legal protection for sexual harassment that prevails in schools, encourage providing progressive gender focused tutorial programmes Advisors/Committee Members: Girma Lemma (Dr.) (advisor).

Subjects/Keywords: Academic performance of female students

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Zebenay, L. (2014). Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7262

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zebenay, Lulseged. “Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools .” 2014. Thesis, Addis Ababa University. Accessed February 28, 2020. http://etd.aau.edu.et/dspace/handle/123456789/7262.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zebenay, Lulseged. “Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools .” 2014. Web. 28 Feb 2020.

Vancouver:

Zebenay L. Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2020 Feb 28]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7262.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zebenay L. Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7262

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

9. Habtu, Alemu. THE PERCEPTION OF TEACHERS AND STUDENTS TOWARDS ACADEMIC PERFORMANCES OF STUDENTS WITH HEARING IMPAIRMENT IN A PRIMARY SCHOOL OF LIMAT BEHIBRET AT ASELLA .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7273

► This study tried to explore the perceptions of teachers and students towards the academic performances of learners with hearing impairment. The study was conducted at… (more)

Subjects/Keywords: Perception; Academic performance; Hearing impairment

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Habtu, A. (2014). THE PERCEPTION OF TEACHERS AND STUDENTS TOWARDS ACADEMIC PERFORMANCES OF STUDENTS WITH HEARING IMPAIRMENT IN A PRIMARY SCHOOL OF LIMAT BEHIBRET AT ASELLA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Habtu, Alemu. “THE PERCEPTION OF TEACHERS AND STUDENTS TOWARDS ACADEMIC PERFORMANCES OF STUDENTS WITH HEARING IMPAIRMENT IN A PRIMARY SCHOOL OF LIMAT BEHIBRET AT ASELLA .” 2014. Thesis, Addis Ababa University. Accessed February 28, 2020. http://etd.aau.edu.et/dspace/handle/123456789/7273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Habtu, Alemu. “THE PERCEPTION OF TEACHERS AND STUDENTS TOWARDS ACADEMIC PERFORMANCES OF STUDENTS WITH HEARING IMPAIRMENT IN A PRIMARY SCHOOL OF LIMAT BEHIBRET AT ASELLA .” 2014. Web. 28 Feb 2020.

Vancouver:

Habtu A. THE PERCEPTION OF TEACHERS AND STUDENTS TOWARDS ACADEMIC PERFORMANCES OF STUDENTS WITH HEARING IMPAIRMENT IN A PRIMARY SCHOOL OF LIMAT BEHIBRET AT ASELLA . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2020 Feb 28]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Habtu A. THE PERCEPTION OF TEACHERS AND STUDENTS TOWARDS ACADEMIC PERFORMANCES OF STUDENTS WITH HEARING IMPAIRMENT IN A PRIMARY SCHOOL OF LIMAT BEHIBRET AT ASELLA . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

10. AYALU, TEREFE JEMBERIE. Admission Criteria, Overall Curriculum Satisfaction and Academic Performance of Adult learners in Mekane Yesus Management and Leadership College .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7817

► This study was to investigate the relations of Admission Criteria and Overall Curriculum Satisfaction on CGPA Academic Performance in college. The research was done in… (more)

Subjects/Keywords: Academic Performance in college

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

AYALU, T. J. (2014). Admission Criteria, Overall Curriculum Satisfaction and Academic Performance of Adult learners in Mekane Yesus Management and Leadership College . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7817

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

AYALU, TEREFE JEMBERIE. “Admission Criteria, Overall Curriculum Satisfaction and Academic Performance of Adult learners in Mekane Yesus Management and Leadership College .” 2014. Thesis, Addis Ababa University. Accessed February 28, 2020. http://etd.aau.edu.et/dspace/handle/123456789/7817.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

AYALU, TEREFE JEMBERIE. “Admission Criteria, Overall Curriculum Satisfaction and Academic Performance of Adult learners in Mekane Yesus Management and Leadership College .” 2014. Web. 28 Feb 2020.

Vancouver:

AYALU TJ. Admission Criteria, Overall Curriculum Satisfaction and Academic Performance of Adult learners in Mekane Yesus Management and Leadership College . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2020 Feb 28]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7817.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

AYALU TJ. Admission Criteria, Overall Curriculum Satisfaction and Academic Performance of Adult learners in Mekane Yesus Management and Leadership College . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7817

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

11. MEKURIA, LEGESSE. FACTORS AFFECTING ACADEMIC PERFORMANCE OF ORPHAN STUDENTS IN SELAM NUMBER TWO PRIMARY SCHOOL .

Degree: 2015, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7853

► The purpose of this study was to identify the major factors affecting the academic performance of orphan students in Selam Number Two Primary School in… (more)

▼ The purpose of this study was to identify the major factors affecting the academic performance of orphan students in Selam Number Two Primary School in Addis Ababa. More specifically, the study tried to look into the major problems in relation to the academic performance of orphan students in the school studied. So as to conduct this research, descriptive survey method was employed. The primary sources of data were 36 orphan students (chosen from Grades 5-8), 21 subject matter teachers, two school administrators and 2 guardians, that were selected using simple random sampling, available sampling and purposive sampling techniques respectively. Questionnaires were one of the major data gathering tools while interview and document analysis were employed to enrich the data gathered through questionnaires. The collected data were analyzed quantitatively using percentage, frequency, mean and standard deviation. On the other hand, the qualitative data were presented by using descriptive narration. The findings of the study revealed that, most frequently, the teachers utilized lecture method of teaching in their classes. Disciplinary problems, lack of classroom management, lack of effective assessment and feedback, disinterest in teaching and poor teaching method were among the major problems observed in the sampled school. And these factors were reported to adversely affect the academic performances of the students. It was also found out that the support provided by principal and deputy director to resolve these problems were not sufficient. On top of that, the study also showed that educational facilities were not sufficient to materialize the effective teaching learning process in the class. By way of recommendation, the study called for better understanding of the causes of the students' low academic performances (possibly through action research); the need to make the necessary educational materials available; the provision of professional supports for teachers (that would enable them to use a more student centered approach); and for the principal and deputy director to equip them with the necessary skills to help them improve the academic performances of students Advisors/Committee Members: Dr. GETNET TIZAZU (advisor).

Subjects/Keywords: Academic performance of orphan

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

MEKURIA, L. (2015). FACTORS AFFECTING ACADEMIC PERFORMANCE OF ORPHAN STUDENTS IN SELAM NUMBER TWO PRIMARY SCHOOL . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

MEKURIA, LEGESSE. “FACTORS AFFECTING ACADEMIC PERFORMANCE OF ORPHAN STUDENTS IN SELAM NUMBER TWO PRIMARY SCHOOL .” 2015. Thesis, Addis Ababa University. Accessed February 28, 2020. http://etd.aau.edu.et/dspace/handle/123456789/7853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

MEKURIA, LEGESSE. “FACTORS AFFECTING ACADEMIC PERFORMANCE OF ORPHAN STUDENTS IN SELAM NUMBER TWO PRIMARY SCHOOL .” 2015. Web. 28 Feb 2020.

Vancouver:

MEKURIA L. FACTORS AFFECTING ACADEMIC PERFORMANCE OF ORPHAN STUDENTS IN SELAM NUMBER TWO PRIMARY SCHOOL . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2020 Feb 28]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

MEKURIA L. FACTORS AFFECTING ACADEMIC PERFORMANCE OF ORPHAN STUDENTS IN SELAM NUMBER TWO PRIMARY SCHOOL . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

12. SEID SERAJE, ABDULJELIL. FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/572

► The main purpose of this study was to investigate the factors affecting girls’ academic achievement in second cycle primary schools in Guraghe zone. To achieve… (more)

▼ The main purpose of this study was to investigate the factors affecting girls’ academic achievement in second cycle primary schools in Guraghe zone. To achieve this objective different basic research questions were raised. The study employed concurrent mixed methods design with both quantitative and qualitative approaches. Considering the geographical area of the zone, cluster sampling technique was used and six schools were selected randomly. Student respondents were selected based on stratified sampling considering their sex, grade level and their parental SES. Teacher respondents also selected from each department by using stratified sampling technique and parents were chosen by using availability sampling technique. To triangulate the data primary and secondary sources of data were used. The primary data sources comprised students, teachers, principals, parents of girls, and Woreda and Zone education experts. As secondary source of data statistical and factual information of the zone education department and 2002 E.C first semester girl students’ examination result were analyzed and highly consulted. Depending on the research questions and the nature of respondents, a variety of data gathering tools including questionnaire, interview and observation were used. Percentage was predominantly used to indicate the extent of respondents’ opinion towards the issue raised. Besides, in order to see if there is a significant difference in girl students’ academic achievement as a result of their socio economic status independent sample t-test was computed. As the finding of the study indicated, the second cycle primary school repetition of girls is a serious problem throughout the zone. The study also revealed that low level of parental education, low level of parental involvement in their daughter education, household chores negatively affect girls’ academic achievement. School related factors like school facility, lack of role model female teachers, teachers’ attitudes also negatively affected girls academic performance. Thus based on the findings of this study, it is recommended that educational officials at various levels should promote and enhance awareness creation programs on gender issue in education to parents and other community members. Teachers and school principals should work jointly with girl students and their parents to improve girls’ academic performance. Moreover the local government and educational authorities, NGOs and the community should work jointly to support girls’ education by facilitating the schools with necessary inputs for girls, by updating teachers with gender issue in education. The schools themselves should create conducive environment to empower girls by assigning then as team leader and members in different school curricular activities. Female teachers should play a part in this regard. Advisors/Committee Members: Dr. Wanna Leka (advisor).

Subjects/Keywords: ACADEMIC ACHIEVEMENT; GIRLS' PERFORMANCE

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

SEID SERAJE, A. (2014). FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/572

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

SEID SERAJE, ABDULJELIL. “FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE .” 2014. Thesis, Addis Ababa University. Accessed February 28, 2020. http://etd.aau.edu.et/dspace/handle/123456789/572.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

SEID SERAJE, ABDULJELIL. “FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE .” 2014. Web. 28 Feb 2020.

Vancouver:

SEID SERAJE A. FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2020 Feb 28]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/572.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

SEID SERAJE A. FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/572

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

13. Nkuene, Ruito I. Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County .

Degree: 2012, University of Nairobi

URL: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461

► Education for Girl child is facing a major challenge in primary schools even at backdrop of massive enrolment in primary following free primary education. This… (more)

Subjects/Keywords: Academic performance of girls

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nkuene, R. I. (2012). Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nkuene, Ruito I. “Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County .” 2012. Thesis, University of Nairobi. Accessed February 28, 2020. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nkuene, Ruito I. “Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County .” 2012. Web. 28 Feb 2020.

Vancouver:

Nkuene RI. Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County . [Internet] [Thesis]. University of Nairobi; 2012. [cited 2020 Feb 28]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nkuene RI. Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County . [Thesis]. University of Nairobi; 2012. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

14. Awuor, Ojuodhi P. Effects of economic activities on pupils' academic performance at Kenya Certificate of primary Education in Lari Division , Kiambu county , Kenya .

Degree: 2012, University of Nairobi

URL: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10486

► This study investigated effects of economic activities on pupils’ academic performance of pupils at Kenya Certificate of Primary Education in Lari division. The study sought… (more)

▼ This study investigated effects of economic activities on pupils’ academic performance of pupils at Kenya Certificate of Primary Education in Lari division. The study sought to achieve four objectives. These hoped to: 1. establish the effects of contextual factors such as economic factors, sociocultural factors, parental level of education, attitude and support on academic performance of pupils at K.C.P.E. in Lari division 2. establish the effects of child labour such as herding, milking, working on the farm and transportation of farm produce, on academic performance of pupils at KCPE in Lari division 3. determine the influence of learner –characteristics such as age, gender, and family background on academic performance of pupils at KCPE in Lari Division 4. establish the effects of school related factors such as authoritarian teachers and hidden school charges, on academic performance of pupils at KCPE in Lari division. The study adopted a survey design. The main instrument for collecting data was questionnaire. There were questionnaires for headteachers and standard eight pupils that had been targeted by the study. A pilot study was done prior to the actual study to test on the validity and reliability of the research instruments. Data was analyzed and tabulated using descriptive statistics generated from Statistical Package for Social Sciences (S.P.S.S). The study findings revealed that academic performance of pupils n Lari division was adversely affected by contextual factors such as inadequate support by parents, low income, attitude of parents towards schooling, level of education of parents, initiation practices for boys before completing primary education and religious affiliation of parents. Pupils in Lari also participated in child labour, as well as working in their parents’ farms and domestic related chores. These activities are deemed to contribute to poor academic performance. Learner characteristics such as truancy, absenteeism and indiscipline also cause poor academic performance among pupils. Besides, school-related factors such as insufficient learning resources, irregular disbursement of FPE funds, the impact of leadership offered by headteachers, school levies for study tours, examination charges and support staff and tuition fees were found to contribute towards poor academic performance. On the basis of the findings, the study recommended review of the existing policies and laws on child labor with a view of eliminating child labor. In addition more comprehensive and regular country-wide survey on various factors that affect academic performance of children in other districts should be carried out.

Subjects/Keywords: Economic activities; Pupils academic performance

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Awuor, O. P. (2012). Effects of economic activities on pupils' academic performance at Kenya Certificate of primary Education in Lari Division , Kiambu county , Kenya . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10486

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Awuor, Ojuodhi P. “Effects of economic activities on pupils' academic performance at Kenya Certificate of primary Education in Lari Division , Kiambu county , Kenya .” 2012. Thesis, University of Nairobi. Accessed February 28, 2020. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10486.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Awuor, Ojuodhi P. “Effects of economic activities on pupils' academic performance at Kenya Certificate of primary Education in Lari Division , Kiambu county , Kenya .” 2012. Web. 28 Feb 2020.

Vancouver:

Awuor OP. Effects of economic activities on pupils' academic performance at Kenya Certificate of primary Education in Lari Division , Kiambu county , Kenya . [Internet] [Thesis]. University of Nairobi; 2012. [cited 2020 Feb 28]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10486.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Awuor OP. Effects of economic activities on pupils' academic performance at Kenya Certificate of primary Education in Lari Division , Kiambu county , Kenya . [Thesis]. University of Nairobi; 2012. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10486

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

15. Kituyi, Oliver W. Guiding and counselling practice in relation to academic performance .

Degree: 2014, University of Nairobi

URL: http://hdl.handle.net/11295/76982

► This study was based on establishing the influence of guiding and counselling practice as applied in secondary school in relation to strategies towards academic excellence.… (more)

▼ This study was based on establishing the influence of guiding and counselling practice as applied in secondary school in relation to strategies towards academic excellence. The objectives were: to determine the effect of peer guiding and counselling in relation to academic performance, access its impact towards subject and career choices, determine the influence of discipline counselling towards performance and its effect on personal, social and moral challenges. The study adopted a descriptive research design. The target population comprised of Quality Assurance Officers, teachers and students in secondary schools in Bungoma County. The instrument used to collect data was a questionnaire. Data was analyzed using quantitative statistics and presented using tables and graphs with the aid of SPSS. The results show that, guiding and counselling as practised does not meet the required standards of what is desired in academic performance. This has a direct bearing on human development that is related to what is effective practice regarding vision and mission of schooling: the self and self-conceptualization process for mastery of development tasks. These are agents of what constitutes comprehensive guidance and counselling practice. Further without access to counselling programmes, the self and self-actualization are jeopardized more so towards self-actualization, belonging, safety and expectation as a drive. Also, lack of visibility of counselling programmes poses a challenge, as this reflects lack of recognition. There is need to review guidance and counselling practices with the view of ensuring they meet the professional standards that lead to academic excellence thus performance. The recommendations are tailored towards guiding policy and mandating the practice. The study recommended that there should be a national policy put in place, to enable teacher training colleges and secondary schools have guiding and counselling included in their curriculum. In addition, the Ministry of Education should come up with alternative means of discipline in place of the corporal punishment that has been abolished and organize seminars to sensitize the teachers and students on a comprehensive practice of guiding and counselling. More than anything it should be comprehensive and should go beyond mere career guidance to disciplinary issues, personal-social-moral as well as support learning

Subjects/Keywords: Counselling practice; Academic performance

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kituyi, O. W. (2014). Guiding and counselling practice in relation to academic performance . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/76982

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kituyi, Oliver W. “Guiding and counselling practice in relation to academic performance .” 2014. Thesis, University of Nairobi. Accessed February 28, 2020. http://hdl.handle.net/11295/76982.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kituyi, Oliver W. “Guiding and counselling practice in relation to academic performance .” 2014. Web. 28 Feb 2020.

Vancouver:

Kituyi OW. Guiding and counselling practice in relation to academic performance . [Internet] [Thesis]. University of Nairobi; 2014. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/11295/76982.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kituyi OW. Guiding and counselling practice in relation to academic performance . [Thesis]. University of Nairobi; 2014. Available from: http://hdl.handle.net/11295/76982

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Kent State University

16. Gabrish, Danielle L. Caffeine Use, Hours of Sleep, and Academic Performance of Undergraduate College Students.

Degree: MS, College and Graduate School of Education, Health and Human Services / School of Health Sciences, 2017, Kent State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1492109146480732

► The primary objective of this study is to assess the difference in hours of sleep and academic performance between caffeine users and non-caffeine users. Participants… (more)

Subjects/Keywords: Nutrition; Caffeine; Sleep; Academic Performance

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gabrish, D. L. (2017). Caffeine Use, Hours of Sleep, and Academic Performance of Undergraduate College Students. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1492109146480732

Chicago Manual of Style (16^th Edition):

Gabrish, Danielle L. “Caffeine Use, Hours of Sleep, and Academic Performance of Undergraduate College Students.” 2017. Masters Thesis, Kent State University. Accessed February 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492109146480732.

MLA Handbook (7^th Edition):

Gabrish, Danielle L. “Caffeine Use, Hours of Sleep, and Academic Performance of Undergraduate College Students.” 2017. Web. 28 Feb 2020.

Vancouver:

Gabrish DL. Caffeine Use, Hours of Sleep, and Academic Performance of Undergraduate College Students. [Internet] [Masters thesis]. Kent State University; 2017. [cited 2020 Feb 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1492109146480732.

Council of Science Editors:

Gabrish DL. Caffeine Use, Hours of Sleep, and Academic Performance of Undergraduate College Students. [Masters Thesis]. Kent State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1492109146480732

17. Conway, Shawna. The Relationship Between Perceived Social Status and Academic Performance Among Fourth Graders .

Degree: 2012, California State University – San Marcos

URL: http://hdl.handle.net/10211.8/141

► Could how fourth grade students feel about their social status be affecting their academic performance? This relationship was examined because if perceived social status is… (more)

Subjects/Keywords: social status; academic performance; relationship

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Conway, S. (2012). The Relationship Between Perceived Social Status and Academic Performance Among Fourth Graders . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/141

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Conway, Shawna. “The Relationship Between Perceived Social Status and Academic Performance Among Fourth Graders .” 2012. Thesis, California State University – San Marcos. Accessed February 28, 2020. http://hdl.handle.net/10211.8/141.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Conway, Shawna. “The Relationship Between Perceived Social Status and Academic Performance Among Fourth Graders .” 2012. Web. 28 Feb 2020.

Vancouver:

Conway S. The Relationship Between Perceived Social Status and Academic Performance Among Fourth Graders . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10211.8/141.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Conway S. The Relationship Between Perceived Social Status and Academic Performance Among Fourth Graders . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/141

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Saskatchewan

18. Ferguson, Leon. Metis Post-Secondary Students and the Demotivating Effects of Possible Prejudice.

Degree: 2015, University of Saskatchewan

URL: http://hdl.handle.net/10388/ETD-2015-11-2313

► There is a wealth of research showing the demotivating effects of prejudice on the academic achievement of historically marginalized social groups. However, there is a… (more)

▼ There is a wealth of research showing the demotivating effects of prejudice on the academic achievement of historically marginalized social groups. However, there is a lack of research involving Metis students. The purpose of the present study was to examine how the task performance and attitudes of Metis post-secondary students can be influenced by prejudice. Data from 165 Metis post-secondary students were analyzed. The participants were asked to role play applying for a job with a non-Aboriginal employment manager, who may or may not have held negative attitudes towards Aboriginal people. The study involved a 2 X 3 research design. The participants were categorized into two groups: High and low Metis identifiers. They were randomly assigned to one of three conditions: (1) Prejudiced (manager held negative attitudes about Aboriginal people); (2) Unknown attitudes (students were not given any information about the manager’s attitudes), and; (3) Non-prejudiced (manager thought favourably about Aboriginal people). The participants completed a battery of questionnaires, the scores of which functioned as dependent variables: the Controlled Oral Word Association Test (COWAT) was used to assess verbal fluency, and to infer motivation; the Selection Attitudes (SA) Scale was used to assess the students’ expectations of being hired, the value they placed on being hired, their motivation to perform the verbal task, as well as their beliefs about the manager’s sense of fairness; and the Stereotyping of Whites (SW) Scale which assessed the extent to which the participants stereotyped the non-Aboriginal employment manager. The Metis Identity (MI) Scale was used to categorize the participants into high or low Metis identifiers. As a preliminary procedure, a psychometric investigation was conducted on the Metis Identity (MI) and Selection Attitudes (SA) Scales. The investigation found the MI Scale to be a reliable measure of high or low Metis identity. The SA Scale consisted of four subscales: expectations, valuing, motivation, and fairness. The valuing subscale was shown to be unreliable and therefore removed from the SA Scale. The primary analysis tested six research hypotheses, which considered the extent to which the high and low Metis identifiers responded to the questionnaires within each of the three research conditions (Prejudiced, Unknown attitudes, Non-prejudiced). It was hypothesised that, while the reactions of the high and low Metis identifiers would not differ significantly in the Prejudiced condition (i.e., where the possibility of prejudice was likely and imminent), the reactions of the high identifiers would be significantly more negative than the reactions of the low identifiers in the Unknown and Non-prejudiced conditions (i.e., where the possibility of prejudice was either ambiguous or unlikely). The hypotheses were not supported. Although there were no significant interaction effects that would support the hypotheses, there were several main effects for both the Metis identity and Prejudice factors. The high… Advisors/Committee Members: Wormith, Stephen, Olver, Mark, Wotherspoon, Terry, Marche, Tammy, O'Reilly, Kathleen.

Subjects/Keywords: Aboriginal Metis Prejudice Academic performance

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ferguson, L. (2015). Metis Post-Secondary Students and the Demotivating Effects of Possible Prejudice. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-11-2313

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ferguson, Leon. “Metis Post-Secondary Students and the Demotivating Effects of Possible Prejudice.” 2015. Thesis, University of Saskatchewan. Accessed February 28, 2020. http://hdl.handle.net/10388/ETD-2015-11-2313.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ferguson, Leon. “Metis Post-Secondary Students and the Demotivating Effects of Possible Prejudice.” 2015. Web. 28 Feb 2020.

Vancouver:

Ferguson L. Metis Post-Secondary Students and the Demotivating Effects of Possible Prejudice. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10388/ETD-2015-11-2313.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ferguson L. Metis Post-Secondary Students and the Demotivating Effects of Possible Prejudice. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-11-2313

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. M'soni, Joseph. A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/417

► The purpose of the study was to investigate and compare the performance in mathematics of girls from basic and community schools. The study sought the… (more)

Subjects/Keywords: Girls-Mathematics; Girls-Academic Performance

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

M'soni, J. (2011). A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/417

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

M'soni, Joseph. “A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools.” 2011. Thesis, University of Zimbabwe. Accessed February 28, 2020. http://dspace.unza.zm/handle/123456789/417.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

M'soni, Joseph. “A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools.” 2011. Web. 28 Feb 2020.

Vancouver:

M'soni J. A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2020 Feb 28]. Available from: http://dspace.unza.zm/handle/123456789/417.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

M'soni J. A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/417

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Chifinda, Ruth. Facilitators and barriers in academic assessment of learners with hearing impairment: a case of examinations council of Zambia.

Degree: 2017, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/5227

► The purpose of the study was to examine facilitators and barriers in the academic assessment of learners with hearing impairment (LHI) at Grade 9 level… (more)

▼ The purpose of the study was to examine facilitators and barriers in the academic assessment of learners with hearing impairment (LHI) at Grade 9 level of education. The study used a case study design and utilized qualitative approach. The study had a sample size of fifty participants who included ten teachers, ten item writers, ten examiners, five ECZ Subject Specialist Officers, five Education Standards Officers, three Curriculum Specialist Officers and seven college lecturers. All the participants had a teaching background in the field of Special Education except for some examiners and ECZ Subject Specialist Officers. All participants were selected using purposive sampling technique due to the nature of their work and positions. A questionnaire was administered to gather data on assessment strategies, weaknesses, gaps and best practices and interview guides were used on teachers, lecturers and examiners to gather more detailed information. Data collected was analyzed qualitatively using inductive analysis method. This involved coding and categorizing the merging themes in relation to the study. The study revealed that there were limited examination strategies or facilitators and showed several weaknesses and significant gaps in the process of assessing LHI at Grade 9 level of education by Examinations Council of Zambia. The weaknesses/barriers and gaps have to a large extent negatively affected the academic performance of LHI in public examinations. As part of the strategies to support LHI during assessment, the learners were given 25 percent extra time and reading of examination instructions in sign language. However there were several gaps in the assessment of the LHI which included; limitations in methods of test administration, inappropriate assessment tools, insistence on use of written standard British English as a communication mode, time limitation, and lack of qualified specialist Hearing Impaired teachers to set test items and mark examinations as well as handling invigilation related challenges of examinations. Arising from these findings the study recommended as strategies to improve the assessment of LHI, use of adapted/modified English alongside Sign Language Interpreters; increased use of objective tests and continuous assessment (CA). Further, the study recommended that qualified Hearing Impaired specialist teachers are trained in marking and setting of examinations for LHI. Key words: Facilitators, barriers, hearing impairment, assessment, Strategies.

Subjects/Keywords: Academic performance – hearing impaired – Zambia

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chifinda, R. (2017). Facilitators and barriers in academic assessment of learners with hearing impairment: a case of examinations council of Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/5227

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chifinda, Ruth. “Facilitators and barriers in academic assessment of learners with hearing impairment: a case of examinations council of Zambia.” 2017. Thesis, University of Zimbabwe. Accessed February 28, 2020. http://dspace.unza.zm/handle/123456789/5227.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chifinda, Ruth. “Facilitators and barriers in academic assessment of learners with hearing impairment: a case of examinations council of Zambia.” 2017. Web. 28 Feb 2020.

Vancouver:

Chifinda R. Facilitators and barriers in academic assessment of learners with hearing impairment: a case of examinations council of Zambia. [Internet] [Thesis]. University of Zimbabwe; 2017. [cited 2020 Feb 28]. Available from: http://dspace.unza.zm/handle/123456789/5227.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chifinda R. Facilitators and barriers in academic assessment of learners with hearing impairment: a case of examinations council of Zambia. [Thesis]. University of Zimbabwe; 2017. Available from: http://dspace.unza.zm/handle/123456789/5227

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Muma, Paxyldah. The relationship between the loss of parents and academic performance among selected secondary school pupils in Mufulira district,Zambia.

Degree: 2017, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/5641

► This study investigated the relationship between the loss of parents and academic performance of grade 11 and 12 pupils in selected secondary schools in Mufulira… (more)

▼ This study investigated the relationship between the loss of parents and academic performance of grade 11 and 12 pupils in selected secondary schools in Mufulira District. The six Secondary Schools that participated in the study were purposively sampled because they had been in existence for more than eight years and were co-education government institutions. Orphans were also purposively sampled and the basis for using this method was to target those pupils who had been in the same school for three years and had traceable records of their academic performance. The study used the Ex Post Facto research design because this design is ideal where the independent variable (which in this case was orphanhood) had already happened. The dependant variable was academic performance. The study was guided by Bowlbys’ attachment theory and Maslow’s hierarchy of needs. The sample for the study was 118 respondents consisting of eighty-two (82) orphaned pupils, twenty-four (24) Grade teachers, six (6) Guidance and Counselling teachers and six (6) School managers. Data was collected using questionnaires, interviews, focus group discussions and document analysis. Qualitative data was analysed using themes while the quantitative data was analysed quantitatively using the Statistical Package for Social Sciences to generate descriptive statistics. The findings of the study revealed that some orphans exhibited varying psychological reactions as a result of the encounter they had with the death of their parents. The study also revealed a decline in the academic performance of the orphans owing to the various challenges they faced such as adjusting to new environments when they were moved from their original homes to those of their new guardians, lack of psychological care from the siblings of their late parents or relatives, noninvolvement of guardians in their education activities, and working to raise money for school fees and food. The study recommended that school managers, guidance and counseling teachers and grade teachers should take keen interest in the affairs of the orphans and provide them with individualized attention so that they (orphans) can concentrate on their academic work. Government and other stakeholders should set-up more facilities where orphans could be accommodated with foster parents and encouraged to concentrate on their studies.

Subjects/Keywords: Academic performance – Orphans – Zambia

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Muma, P. (2017). The relationship between the loss of parents and academic performance among selected secondary school pupils in Mufulira district,Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/5641

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Muma, Paxyldah. “The relationship between the loss of parents and academic performance among selected secondary school pupils in Mufulira district,Zambia.” 2017. Thesis, University of Zimbabwe. Accessed February 28, 2020. http://dspace.unza.zm/handle/123456789/5641.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Muma, Paxyldah. “The relationship between the loss of parents and academic performance among selected secondary school pupils in Mufulira district,Zambia.” 2017. Web. 28 Feb 2020.

Vancouver:

Muma P. The relationship between the loss of parents and academic performance among selected secondary school pupils in Mufulira district,Zambia. [Internet] [Thesis]. University of Zimbabwe; 2017. [cited 2020 Feb 28]. Available from: http://dspace.unza.zm/handle/123456789/5641.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muma P. The relationship between the loss of parents and academic performance among selected secondary school pupils in Mufulira district,Zambia. [Thesis]. University of Zimbabwe; 2017. Available from: http://dspace.unza.zm/handle/123456789/5641

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Adelaide

22. Lekkas, Dimitra. Becoming a dentist: characteristics, experiences and performance of students in the early years of the Adelaide dental course.

Degree: 2010, University of Adelaide

URL: http://hdl.handle.net/2440/69896

► The aim of this longitudinal study was to explore factors influencing the performance of a group of Australian undergraduate dental students during the early years… (more)

▼ The aim of this longitudinal study was to explore factors influencing the performance of a group of Australian undergraduate dental students during the early years of their education (1998-2001). Factors related to becoming a dentist and a selection of non-academic experiences were examined via closed- and open-ended survey questions and focus group discussions. Relationships between selected pre-admission variables and outcome variables were examined using tests of association and logistic regression analyses. Students’ perceptions of factors believed to contribute to success and difficulties were examined using open-ended survey questions and analysed using content analysis. Levels of success of dental students associated with changes in learning and teaching practices and admission practices were also investigated. Most students had chosen dentistry as their first-career choice. Despite their demanding lifestyles, the majority of first-year students were successful. Second year was more demanding for some students however most progressed into third year. Academic failure was the main reason why some students were unsuccessful. No single factor or group of factors characterised a successful student. Good secondary school academic achievement, having previous tertiary educational experience and being a local student, predicted good academic performance in first year but not subsequent years. Performance on an admission interview had some predictive ability for subsequent academic success. In addition, academic achievement in some first-year dental subjects predicted subsequent academic success. Study behaviours, external motivating factors, having supportive peers and positive student-staff interactions were perceived to have contributed to success. Personal difficulties, a demanding workload, negative student-staff interactions and adjusting to first-year university studies, were perceived to have contributed to difficulties. This thesis contributes to a growing body of knowledge about factors that influence academic success of university students, including those in health profession faculties. The results should be of particular interest to dental schools, both internationally and nationally, that have adopted multifaceted admission processes and/or have changed from conventional to more student-centred dental curricula. Advisors/Committee Members: Townsend, Grant Clement (advisor), Winning, Tracey Anne (advisor), Mullins, Gerald Patrick (advisor), School of Dentistry (school).

Subjects/Keywords: dentistry; education; academic performance; students

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lekkas, D. (2010). Becoming a dentist: characteristics, experiences and performance of students in the early years of the Adelaide dental course. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/69896

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lekkas, Dimitra. “Becoming a dentist: characteristics, experiences and performance of students in the early years of the Adelaide dental course.” 2010. Thesis, University of Adelaide. Accessed February 28, 2020. http://hdl.handle.net/2440/69896.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lekkas, Dimitra. “Becoming a dentist: characteristics, experiences and performance of students in the early years of the Adelaide dental course.” 2010. Web. 28 Feb 2020.

Vancouver:

Lekkas D. Becoming a dentist: characteristics, experiences and performance of students in the early years of the Adelaide dental course. [Internet] [Thesis]. University of Adelaide; 2010. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/2440/69896.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lekkas D. Becoming a dentist: characteristics, experiences and performance of students in the early years of the Adelaide dental course. [Thesis]. University of Adelaide; 2010. Available from: http://hdl.handle.net/2440/69896

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

23. Chanda, Musonda.F.M. Effects of parenting styles on performance of pupils in english language in selected secondary schools of Lusaka district, Zambia .

Degree: 2017, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/5106

► The parenting style exercised by parents have the potential to promote or hinder their children’s academic performance at school. However, the extent to which each… (more)

▼ The parenting style exercised by parents have the potential to promote or hinder their children’s academic performance at school. However, the extent to which each parenting style affects pupils’ academic performance in various subjects among secondary school pupils has not been explored in Zambia. Thus, this study sought to investigate the effect of parenting styles on the performance of Grade 11 pupils in English language in selected secondary schools of Lusaka District. The objectives of study were: to identify the common parenting styles experienced by grade 11 pupils and how they are associated to gender; to investigate the effect of each parenting style on the performance of pupils in English language; To establish the influence of gender, age, and home-type on performance in English within each parenting style; and To evaluate the contribution of parenting styles, gender, age and home-type to pupils’ performance in English language. The study used a cross-sectional design which was conducted among 409 Grade 11 pupils from eight secondary schools of Lusaka District. The study employed multi-stage sampling and at each stage a simple random technique was used. The study adapted the Parental Authority Questionnaire (Buri, 1991) to determine parenting styles as perceived by pupils. Data was analyzed using Cross-tabulation to compare frequencies and Chi-square to determine the association between parenting styles and gender, ANOVA to establish the effect of parenting styles on pupil’s performance, and Multiple Linear Regression was also used for inferential statistics to predict performance in English. The results revealed that of the four parenting styles, permissive was the most common parenting style while neglectful was the least common parenting style. There was no association between gender and parenting styles. A two-way ANOVA indicated statistically significant differences in pupils’ performance in English language based on parenting styles, 𝐹(3,405) = 14.38,𝑝 < .05. The first Multiple Linear Regression Analysis showed that the English language performance variance for the Authoritative model explained by gender, age, and home-type was the largest (79%) while that for the Neglectful model was the smallest (55%). The second Multiple Linear Regression Analysis showed that parenting style (𝛽 = .16), home-type (𝛽 = .75) and gender (𝛽 = .21) statistically significantly contributed to performance, but not age (𝛽 = .04). This implies that school alone does not determine pupils’ excellence in academic work but collaborative efforts of home and school. Therefore, the study recommended, among other things, that there is need to create awareness among parents on the impact of parenting styles on their school going adolescents.

Subjects/Keywords: Parenting style – academic performance – Zambia

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chanda, M. F. M. (2017). Effects of parenting styles on performance of pupils in english language in selected secondary schools of Lusaka district, Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5106

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chanda, Musonda F M. “Effects of parenting styles on performance of pupils in english language in selected secondary schools of Lusaka district, Zambia .” 2017. Thesis, University of Zambia. Accessed February 28, 2020. http://dspace.unza.zm:8080/xmlui/handle/123456789/5106.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chanda, Musonda F M. “Effects of parenting styles on performance of pupils in english language in selected secondary schools of Lusaka district, Zambia .” 2017. Web. 28 Feb 2020.

Vancouver:

Chanda MFM. Effects of parenting styles on performance of pupils in english language in selected secondary schools of Lusaka district, Zambia . [Internet] [Thesis]. University of Zambia; 2017. [cited 2020 Feb 28]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5106.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chanda MFM. Effects of parenting styles on performance of pupils in english language in selected secondary schools of Lusaka district, Zambia . [Thesis]. University of Zambia; 2017. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5106

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Miami

24. D'Anjou, Tamara A. Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance.

Degree: PhD, Psychology (Arts and Sciences), 2008, University of Miami

URL: https://scholarlyrepository.miami.edu/oa_dissertations/166

► The validity of a new essay coding system for rating performance goal orientation and learning goal orientation was tested using a sample of undergraduate… (more)

Subjects/Keywords: Academic Performance

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

D'Anjou, T. A. (2008). Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/166

Chicago Manual of Style (16^th Edition):

D'Anjou, Tamara A. “Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance.” 2008. Doctoral Dissertation, University of Miami. Accessed February 28, 2020. https://scholarlyrepository.miami.edu/oa_dissertations/166.

MLA Handbook (7^th Edition):

D'Anjou, Tamara A. “Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance.” 2008. Web. 28 Feb 2020.

Vancouver:

D'Anjou TA. Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance. [Internet] [Doctoral dissertation]. University of Miami; 2008. [cited 2020 Feb 28]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/166.

Council of Science Editors:

D'Anjou TA. Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance. [Doctoral Dissertation]. University of Miami; 2008. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/166

Bowling Green State University

25. Diehl, Megan L. The Academic Performance of Division I Men's College Basketball: Views From Academic Advisors for Athletics.

Degree: MEd, Human Movement, Sport and Leisure Studies /Sport Administration, 2009, Bowling Green State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237830156

► This study utilized the sociological imagination to examine the academic performance of Division I men's basketball. Division I men's basketball has consistently fallen behind all… (more)

Subjects/Keywords: Academic Guidance Counseling; Higher Education; academic performance; men's basketball; academic advisors

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Diehl, M. L. (2009). The Academic Performance of Division I Men's College Basketball: Views From Academic Advisors for Athletics. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237830156

Chicago Manual of Style (16^th Edition):

Diehl, Megan L. “The Academic Performance of Division I Men's College Basketball: Views From Academic Advisors for Athletics.” 2009. Masters Thesis, Bowling Green State University. Accessed February 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237830156.

MLA Handbook (7^th Edition):

Diehl, Megan L. “The Academic Performance of Division I Men's College Basketball: Views From Academic Advisors for Athletics.” 2009. Web. 28 Feb 2020.

Vancouver:

Diehl ML. The Academic Performance of Division I Men's College Basketball: Views From Academic Advisors for Athletics. [Internet] [Masters thesis]. Bowling Green State University; 2009. [cited 2020 Feb 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237830156.

Council of Science Editors:

Diehl ML. The Academic Performance of Division I Men's College Basketball: Views From Academic Advisors for Athletics. [Masters Thesis]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237830156

California State University – Northridge

26. Flavin, Kyle. Application performance in the cloud and its relationship to QoS.

Degree: MS, Department of Computer Science, 2011, California State University – Northridge

URL: http://hdl.handle.net/10211.2/794

► Cloud computing is a general term used to describe the utilization of on-demand hardware and software resources for meeting the computing needs of an organization.… (more)

▼ Cloud computing is a general term used to describe the utilization of on-demand hardware and software resources for meeting the computing needs of an organization. These cloud services can be provided without the end-users of the organization having any knowledge of the physical location or configuration of the servers and without any knowledge of the physical systems providing the computing services. In reality, the physical server machines can be located anywhere in a remote site. Additionally, with the aid of virtualization techniques, the cloud service providers can map multiple virtual computers serving different client organizations on a single physical server computer. Many companies and data centers, throughout the world, have begun to use cloud computing within their data centers to provide on-demand computing services at the hardware and operating system level. This not only provides for increased revenue streams through newfound flexibility, scalability, and security, but also decreases costs through more efficient power consumption, reduced need for physical space to house computing equipment, and consolidation of underutilized server resources. The hypervisor is a key component in the drive to these new, vitualized computing environments. In this type of virtualization, a hypervisor takes the place of the operating system on the computer and hosts many guest operating systems on top of it. This provides for strong logical isolation among applications, which cannot be achieved when application partitioning is done within the user space of a single operating system. However, there are many considerations to explore when utilizing hypervisor based virtualization as a method to provide cloud services. Performance isolation is one major concern when virtualized guest operating systems share the resources in the same server. Poor performance isolation between virtualized hosts affects Quality of Service and makes it difficult to formally define service level agreements based on a guaranteed QoS. For example, it is problematic to make guarantees of 99.9999; uptime, when the coresident guest systems can interfere the with each other???s performance, by making heavy demands on the host system???s computing resources. This thesis explores this issue. It provides a review of the capabilities of the Xen hypervisor system running on a x86 platform. The thesis also provides an analysis of its performance isolation capabilities under varying workloads. The results indicate that the Xen hypervisor system provides reasonable performance isolation in certain cases but not others, and therefore should be used carefully when virtualizing existing environments. Advisors/Committee Members: Barkataki, Prasanta (advisor), McIlhenny, Robert D. (committee member).

Subjects/Keywords: Performance isolation; Dissertations, Academic – CSUN – Computer Science.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Flavin, K. (2011). Application performance in the cloud and its relationship to QoS. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.2/794

Chicago Manual of Style (16^th Edition):

Flavin, Kyle. “Application performance in the cloud and its relationship to QoS.” 2011. Masters Thesis, California State University – Northridge. Accessed February 28, 2020. http://hdl.handle.net/10211.2/794.

MLA Handbook (7^th Edition):

Flavin, Kyle. “Application performance in the cloud and its relationship to QoS.” 2011. Web. 28 Feb 2020.

Vancouver:

Flavin K. Application performance in the cloud and its relationship to QoS. [Internet] [Masters thesis]. California State University – Northridge; 2011. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10211.2/794.

Council of Science Editors:

Flavin K. Application performance in the cloud and its relationship to QoS. [Masters Thesis]. California State University – Northridge; 2011. Available from: http://hdl.handle.net/10211.2/794

California State University – Northridge

27. Iwabuchi, Mariko. Flow state of shy athletes and dancers.

Degree: MS, Department of Kinesiology, 2012, California State University – Northridge

URL: http://hdl.handle.net/10211.2/1618

► The performance environment of athletes and dancers is highly stressful due to the pressure of successfully delivering highly technical and intricate movements during games and… (more)

▼ The performance environment of athletes and dancers is highly stressful due to the pressure of successfully delivering highly technical and intricate movements during games and showcases. Optimal performance is attained by having proper physical and mental preparations (i.e., adequate warm-up, having confidence, and managing anxiety) to achieve high flow-state. Flow is an intrinsically rewarding experience that is resulted by a balance between perceived skill and perceived challenge of a situation. Studies (Jackson, 1995; Russell, 2001) have found specific themes that prevent or disrupt flow during performance, including nonoptimal physical preparation, lacking confidence, inappropriate focus, overarousal before competition, and performing poorly. Many of these themes can be related to symptoms of shyness. Shyness is a tendency to excessively obsess about the self during social settings, resulting in inappropriate social responses (e.g., aversion of eye contact) and emotional and cognitive distress (e.g., anxiety). Symptoms include negative beliefs about the self, attacks of nervousness, fear of appearing incompetent, and having low self-esteem (Scott, 2005; Zimbardo, 1986). Interestingly, shy individuals do display competent behaviors during social situations that are guided by social rules. Shy individuals can, therefore, have competent social interactions with co-workers, sales persons, or customers due to predictability (Scott, 2005). Despite their competence during familiar social situations, shyness can have debilitating effects on flow due to symptoms, such as anxiety of being evaluated by audience, negative attitude, low-confidence in abilities, and increased tension and heart rate. The current study analyzed 43 athletes and 59 dancers at a college level to see if there was a relationship between trait shyness and dispositional flow states. Two hypotheses were asked: (1) trait shyness was not associated with total dispositional flow-state and (2) high shy-trait dancers and athletes would have significantly lower dispositional flow state subscales that were externally focused (e.g., unambiguous feedback, loss of self-consciousness, and transformation of time) compared to low shy-trait participants. By controlling for gender, partial correlation revealed trait shyness to be correlated with global flow and a few subscales of flow including Merging of Action and Awareness, Concentration of the Task at Hand, Sense of Control, Loss of Self Consciousness, and Autotelic Experience, all with a p <.05. Linear regression demonstrated that shyness significantly predicted global flow scores (?? = -0.26, t(100) = 23.27, p <.001). After doing a median split on shyness, MANCOVA with gender as a covariate found no significant main effect for shyness groups, which was expected through our hypothesis that certain dimensions would have similar scores between shyness groups. Further ANOVA analyses found significant differences in global flow (F(1,100) = 8.69, p <.01), Unambiguous Feedback (F(1,100) = 5.60, p <.05),… Advisors/Committee Members: Thomson, Paula Susan (advisor), Jaque, Vicky (committee member).

Subjects/Keywords: Performance Anxiety; Dissertations, Academic – CSUN – Kinesiology.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Iwabuchi, M. (2012). Flow state of shy athletes and dancers. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.2/1618

Chicago Manual of Style (16^th Edition):

Iwabuchi, Mariko. “Flow state of shy athletes and dancers.” 2012. Masters Thesis, California State University – Northridge. Accessed February 28, 2020. http://hdl.handle.net/10211.2/1618.

MLA Handbook (7^th Edition):

Iwabuchi, Mariko. “Flow state of shy athletes and dancers.” 2012. Web. 28 Feb 2020.

Vancouver:

Iwabuchi M. Flow state of shy athletes and dancers. [Internet] [Masters thesis]. California State University – Northridge; 2012. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10211.2/1618.

Council of Science Editors:

Iwabuchi M. Flow state of shy athletes and dancers. [Masters Thesis]. California State University – Northridge; 2012. Available from: http://hdl.handle.net/10211.2/1618

California State University – Northridge

28. Simonyan, Hudit. Among and between.

Degree: MA, Department of English, 2013, California State University – Northridge

URL: http://hdl.handle.net/10211.2/3263

► Among and Between is a collection of dramatic works ??? two one-act plays and a comic solo performance piece. Although the individual pieces do not… (more)

Subjects/Keywords: Performance writing; Dissertations, Academic – CSUN – English.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Simonyan, H. (2013). Among and between. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.2/3263

Chicago Manual of Style (16^th Edition):

Simonyan, Hudit. “Among and between.” 2013. Masters Thesis, California State University – Northridge. Accessed February 28, 2020. http://hdl.handle.net/10211.2/3263.

MLA Handbook (7^th Edition):

Simonyan, Hudit. “Among and between.” 2013. Web. 28 Feb 2020.

Vancouver:

Simonyan H. Among and between. [Internet] [Masters thesis]. California State University – Northridge; 2013. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10211.2/3263.

Council of Science Editors:

Simonyan H. Among and between. [Masters Thesis]. California State University – Northridge; 2013. Available from: http://hdl.handle.net/10211.2/3263

Punjabi University

29. Chawla, Asha. Impact of domestic violence on physical growth psychological behaviour and academic performance of school children.

Degree: Human biology, 2010, Punjabi University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/4490

►

The present investigation has been conducted to study the impact of domestic violence on physical growth, psychological behaviour and academic performance of school children. The… (more)

▼

The present investigation has been conducted to study the impact of domestic violence on physical growth, psychological behaviour and academic performance of school children. The data for this cross-sectional study consist of 1074 school children (554 boys and 520 girls) ranging in age from 8 to 16 years newlinefrom Ludhiana city of Punjab state. The investigator interviewed the children to newlineknow the name of the subject, age, class, birth order, educational qualifications newlineand occupation of the parents as well as number of children, type of family, religion, caste and monthly income. Family Violence Scale proposed by Bhati and George (2001) has been used to asses the level of domestic violence in the families of subjects. Physical growth of the children has been studied on the bases of 14 anthropometric measurements Viz. weight, linear measurements newline(height, sitting height, and subischial length), circumferences (head, upper arm, newlineand calf), diameters (humerus bicondylar and femur bicondylar), and skinfolds (biceps, triceps, suprailiac, subscapular and calf). Problem Behaviour Check-List (PBCL) given by Veeraraghavan and Dogra (2000) has been used to assess the psychological behaviour of children. Statistical Constants viz. arithmetic mean, standard deviation, standard error of mean and ?t? test have been applied to all the parameters. On the basis of findings the present study can be summarized that children from low domestic violence families have been found to be heavier, taller, with broader skeletal frame and have more value of circumference and skinfolds as newlinecompared to children from high domestic violence families. It clearly reveals that newlinedomestic violence affects the physical growth of children. Similarly children from high domestic violence families have shown more newlinepsychological disturbances as compared to their counterparts from low domestic violence families. The girls have more behaviour problems than boys.

Summary p. 62-66, Bibliography p. i-xi, Appendix included

Advisors/Committee Members: Singal, Pushpa, Bawa, S K.

Subjects/Keywords: Domestic violence; School children; Academic performance

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chawla, A. (2010). Impact of domestic violence on physical growth psychological behaviour and academic performance of school children. (Thesis). Punjabi University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/4490

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chawla, Asha. “Impact of domestic violence on physical growth psychological behaviour and academic performance of school children.” 2010. Thesis, Punjabi University. Accessed February 28, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/4490.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chawla, Asha. “Impact of domestic violence on physical growth psychological behaviour and academic performance of school children.” 2010. Web. 28 Feb 2020.

Vancouver:

Chawla A. Impact of domestic violence on physical growth psychological behaviour and academic performance of school children. [Internet] [Thesis]. Punjabi University; 2010. [cited 2020 Feb 28]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/4490.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chawla A. Impact of domestic violence on physical growth psychological behaviour and academic performance of school children. [Thesis]. Punjabi University; 2010. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/4490

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Anna University

30. Thiruchelvi A. Emotional intelligence and first time job search process.

Degree: Management, 2013, Anna University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/9843

►

The constant flow of new graduates each year makes the Indian job market highly competitive. Enabling these new job seekers to acquire a decent employment… (more)

▼

The constant flow of new graduates each year makes the Indian job market highly competitive. Enabling these new job seekers to acquire a decent employment is a challenge to stakeholders in education. The job search process therefore merits research interest. There is a need to understand the nuances of the search process, the engagement of the first time job seeker, and the psychological resources that enable job search success. This research focuses on Emotional Intelligence (EI) and its impact on predictors and outcomes of the job search process. The major objective of this research is to understand the role of EI in the job search process. The respondents of the study are the job seekers who have found a first job but are yet to join the organization. Convenience sampling method was used. In all 830 responses were obtained. A questionnaire was especially designed for this purpose. The factor structures of the major tools used were tested using exploratory factor analysis and confirmatory factor analysis. EI predicts coping strategies. Stepwise regression shows that EI predicts the intensity of job search where as EI does not predict the source used to collect job information and the amount of job information collected. Similarly, coping strategies predict the intensity of job search. However, they do not predict the source used to collect job information and the amount of job information collected. EI also predicts employment satisfaction index and the overall satisfaction with the job offer. Job search outcomes mediate the relationship between EI and employment quality. Academic performance does not predict job search behaviors. EI moderately predicts psychological wellbeing. Based on the results, a job search model for the first time job seekers is proposed and the model has been tested with male respondents. The model is found to be a good fit. Based on the results of the study, the implications are discussed for the various stakeholders in education.

Appendix p. 172-178

Advisors/Committee Members: Supriya M V.

Subjects/Keywords: Emotional intelligence; Job search process; Academic performance

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

A, T. (2013). Emotional intelligence and first time job search process. (Thesis). Anna University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/9843

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

A, Thiruchelvi. “Emotional intelligence and first time job search process.” 2013. Thesis, Anna University. Accessed February 28, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/9843.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

A, Thiruchelvi. “Emotional intelligence and first time job search process.” 2013. Web. 28 Feb 2020.

Vancouver:

A T. Emotional intelligence and first time job search process. [Internet] [Thesis]. Anna University; 2013. [cited 2020 Feb 28]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/9843.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

A T. Emotional intelligence and first time job search process. [Thesis]. Anna University; 2013. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/9843

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations