The document is a study that examines the relationship between home environment and reasoning ability among secondary school students. It finds that:
1) Students from high home environments have higher reasoning ability scores than those from low home environments.
2) Private school students have higher reasoning ability scores than government school students.
3) There is a significant interaction between home environment and type of school on reasoning ability scores.
Cognitive Abilities Psych Application: Environ Ecological Theory 081909sgendron_stu_argosy_edu
This document discusses the nature vs. nurture debate regarding human behavior and intelligence. It presents arguments on both sides of the debate: that nature (i.e. biology and genetics) determines these traits versus nurture (i.e. environmental experiences). However, the conclusion is that behavior and intelligence are products of both nature and nurture interacting, as well as the present situation. Regarding intelligence specifically, studies indicate genetics account for about 50% of intelligence variation, while life experiences also influence potential. The nature vs. nurture perspectives also influence analyses of gender differences.
This document discusses Bronfenbrenner's ecological model of child development and parenting strategies. It describes the five systems in Bronfenbrenner's model that influence child development. It recommends the authoritative parenting style, which encourages independence while fostering discipline. It also discusses the benefits of center-based programs, using technology appropriately, building self-esteem, the importance of socialization at home and school, and the teacher's role in creating a safe learning environment.
The document discusses the importance of developing the whole child across multiple domains including cognitive, physical, social, emotional, and more. It emphasizes that early learning standards should accommodate individual differences and support all children. It introduces Howard Gardner's theory of multiple intelligences, which identifies eight different types of intelligence. The goal is to help children develop their unique blend of intelligences. The document cautions against narrow educational aims focused only on test scores and argues schools should nurture creativity, character, and help children live satisfying lives.
Working effectively with schools; why co-production is essential for good out...SPACE Stockport ADHD Group
This document discusses the importance of developing positive relationships between schools and parents/carers of students with special educational needs. It notes that research shows better student outcomes when parents are engaged with the school. However, parents often report experiencing conflict with schools due to a lack of opportunity to provide input. The document advocates for co-production between schools and parents, with schools providing training for collaborative teams and ensuring parents have chances to be involved. Taking a co-productive, integrated approach can make significant differences for student outcomes.
This document contrasts the theories of Lev Vygotsky and Eleanor Gibson on child development. Vygotsky's socio-cultural approach views development as social in nature, influenced by cultural tools and interactions within the zone of proximal development. Gibson's ecological theory sees development as the process by which children differentiate their perceptions to extract meaningful information from the environment through their senses. Both theories offer insights for education, such as assessing children's developmental levels and designing learning experiences that incorporate social interactions, hands-on exploration, and making meaning from the environment.
This document discusses youth disaffection in education. It defines key terms like disaffection, giftedness, self-efficacy, and motivation. It notes that disaffection is influenced by teaching methods and teacher-student relationships. It suggests schools need better social opportunities for students to feel engaged. The document also discusses how listening to disaffected youth can help educators understand needed improvements. It critiques the practice of homogeneous ability grouping, noting it can be disaffecting by labeling students.
Teacher Attachment and Intention of Aggressive Behaviour among School Childreniosrjce
The main purpose of this study was to determine the relationships between teacher attachment and
intention of aggressive behaviour among school children. This study involved 426school children using selfadministered
questionnaire from six government daily secondary schools. The school children were selected
using simple random sampling method. Respondents were males (199) and females (227) between 13-17 years
old. Teacher attachment was measured using inventory of parentsattachment (IPPA) with respect to teacher
attachment and intention of aggressive behaviour. Pearson’s correlation analysis revealed that there is a
significant with negative weak relationship between teacher attachment and school children intention of
aggressive behavior(r = -0.126, p < 0.05).Also the result of t-test analysis showed that there is no significant
difference between male and female school children in term of intention of aggressive behaviour (t=1.050;
p=0.294).Moreover, the relationship indicates that lack of teachers monitoring and cooperation influence
student to engage in intention of aggressive behaviour. It is recommended that policy makers and school
counselors should give more emphasis on the improvement of good and suitable environment in the school to
improvechildren satisfaction in the school environment and thus help improve their ability not to engage in
aggressive behaviour
This document contains 4 readings related to gifted education:
1. Summarizes an interview with Joe Renzulli who defines giftedness as above average ability, task commitment, and creativity. Issues in gifted education include lack of support, training, and differentiated learning models. Improvements are needed such as specialized training and mentoring programs.
2. Argues gifted students' needs are often overlooked due to assumptions of high achievement. Their needs include faster learning, passion for topics, and challenging tasks to build confidence. Teachers can compact curriculum and provide differentiated content, processes, products, environment and assessments.
3. Discusses how gifted students differ greatly in their abilities. Lack of funding raises questions about
Cognitive Abilities Psych Application: Environ Ecological Theory 081909sgendron_stu_argosy_edu
This document discusses the nature vs. nurture debate regarding human behavior and intelligence. It presents arguments on both sides of the debate: that nature (i.e. biology and genetics) determines these traits versus nurture (i.e. environmental experiences). However, the conclusion is that behavior and intelligence are products of both nature and nurture interacting, as well as the present situation. Regarding intelligence specifically, studies indicate genetics account for about 50% of intelligence variation, while life experiences also influence potential. The nature vs. nurture perspectives also influence analyses of gender differences.
This document discusses Bronfenbrenner's ecological model of child development and parenting strategies. It describes the five systems in Bronfenbrenner's model that influence child development. It recommends the authoritative parenting style, which encourages independence while fostering discipline. It also discusses the benefits of center-based programs, using technology appropriately, building self-esteem, the importance of socialization at home and school, and the teacher's role in creating a safe learning environment.
The document discusses the importance of developing the whole child across multiple domains including cognitive, physical, social, emotional, and more. It emphasizes that early learning standards should accommodate individual differences and support all children. It introduces Howard Gardner's theory of multiple intelligences, which identifies eight different types of intelligence. The goal is to help children develop their unique blend of intelligences. The document cautions against narrow educational aims focused only on test scores and argues schools should nurture creativity, character, and help children live satisfying lives.
Working effectively with schools; why co-production is essential for good out...SPACE Stockport ADHD Group
This document discusses the importance of developing positive relationships between schools and parents/carers of students with special educational needs. It notes that research shows better student outcomes when parents are engaged with the school. However, parents often report experiencing conflict with schools due to a lack of opportunity to provide input. The document advocates for co-production between schools and parents, with schools providing training for collaborative teams and ensuring parents have chances to be involved. Taking a co-productive, integrated approach can make significant differences for student outcomes.
This document contrasts the theories of Lev Vygotsky and Eleanor Gibson on child development. Vygotsky's socio-cultural approach views development as social in nature, influenced by cultural tools and interactions within the zone of proximal development. Gibson's ecological theory sees development as the process by which children differentiate their perceptions to extract meaningful information from the environment through their senses. Both theories offer insights for education, such as assessing children's developmental levels and designing learning experiences that incorporate social interactions, hands-on exploration, and making meaning from the environment.
This document discusses youth disaffection in education. It defines key terms like disaffection, giftedness, self-efficacy, and motivation. It notes that disaffection is influenced by teaching methods and teacher-student relationships. It suggests schools need better social opportunities for students to feel engaged. The document also discusses how listening to disaffected youth can help educators understand needed improvements. It critiques the practice of homogeneous ability grouping, noting it can be disaffecting by labeling students.
Teacher Attachment and Intention of Aggressive Behaviour among School Childreniosrjce
The main purpose of this study was to determine the relationships between teacher attachment and
intention of aggressive behaviour among school children. This study involved 426school children using selfadministered
questionnaire from six government daily secondary schools. The school children were selected
using simple random sampling method. Respondents were males (199) and females (227) between 13-17 years
old. Teacher attachment was measured using inventory of parentsattachment (IPPA) with respect to teacher
attachment and intention of aggressive behaviour. Pearson’s correlation analysis revealed that there is a
significant with negative weak relationship between teacher attachment and school children intention of
aggressive behavior(r = -0.126, p < 0.05).Also the result of t-test analysis showed that there is no significant
difference between male and female school children in term of intention of aggressive behaviour (t=1.050;
p=0.294).Moreover, the relationship indicates that lack of teachers monitoring and cooperation influence
student to engage in intention of aggressive behaviour. It is recommended that policy makers and school
counselors should give more emphasis on the improvement of good and suitable environment in the school to
improvechildren satisfaction in the school environment and thus help improve their ability not to engage in
aggressive behaviour
This document contains 4 readings related to gifted education:
1. Summarizes an interview with Joe Renzulli who defines giftedness as above average ability, task commitment, and creativity. Issues in gifted education include lack of support, training, and differentiated learning models. Improvements are needed such as specialized training and mentoring programs.
2. Argues gifted students' needs are often overlooked due to assumptions of high achievement. Their needs include faster learning, passion for topics, and challenging tasks to build confidence. Teachers can compact curriculum and provide differentiated content, processes, products, environment and assessments.
3. Discusses how gifted students differ greatly in their abilities. Lack of funding raises questions about
This study examined principals' perspectives on supporting Aboriginal student success through 14 interviews with principals in Saskatchewan and Prince Edward Island. The principals emphasized building relationships through involvement in extracurricular activities, collaborating with parents and communities, and knowing each student. They also stressed the importance of creating a safe environment where students feel they belong, implementing a culturally relevant curriculum, and having high expectations for Aboriginal student achievement. The principals' philosophies aligned with Aboriginal leadership values like relationships, reciprocity, and experiential learning.
The document discusses challenges to developing advanced literacy skills in young people from low socioeconomic backgrounds. It notes that economic status predicts literacy, with children from higher-income families performing better. To address this, it recommends paying more attention to analytical writing and informational texts from kindergarten through grade 12, improving early childhood education, instructional quality, and after-school opportunities. Motivation also declines through school as evaluation and comparisons increase; the document suggests differentiation, exploration, and emphasizing a growth mindset to increase motivation. Supporting both children and their caregivers through community involvement is key to providing equitable learning opportunities.
Day 2 history and psych foundations bridgewater 2011vpriddle
The document provides an overview of various psychological theories of learning including behaviorism, cognitive psychology, and constructivism. It summarizes key contributors to each theory like Thorndike, Pavlov, Skinner, Bandura, Piaget, Vygotsky, and Montessori. It also outlines concepts from each theory like classical conditioning, operant conditioning, schemas, the zone of proximal development, and the idea that learners must construct their own knowledge.
Supportive and motivating environments in schoolsIngridHillblom
This document summarizes a study on factors relating to wellbeing and learning among students. The study aims to identify supportive and motivating factors in schools according to self-determination theory. It reviews literature showing relationships between supportive school environments and students' life satisfaction, school satisfaction, and academic initiative. The study will examine how perceived teacher support for relatedness, competence and autonomy relate to these outcomes among Norwegian lower secondary students.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
The article proposes the Brown-Skinner model as a 5-step process for building trust with at-risk students: 1) Listen, 2) Validate, 3) Problem-Solve, 4) Show Positive Regard, and 5) Foster Hope. Each step is interdependent on the previous steps, with success at each building towards establishing hope. The model is presented as a tool for educators to improve relationships with at-risk students and better engage them in learning. Examples are provided for how educators can apply each step of the model in practice.
Dewey believed that education should promote democracy. For Dewey, democracy, society, and education are linked - a democratic society should contribute to the growth and development of its citizens through education. Dewey saw the role of the teacher as creating a democratic environment that encourages the natural curiosity and social nature of children, allowing them to learn through experience by engaging in real problems and activities.
Univ. of MN - MYCL Initiative newsletter 2007MarkyMN
This document provides a quarterly update from the Minnesota Youth Community Learning Initiative (MYCL). It discusses the importance of school connectedness and how the MYCL partner communities are working to foster connections through various programs. These programs provide academic support, mentoring, life skills development, and community engagement opportunities for youth. Updates are provided from each of the seven MYCL community partner sites, describing their recent progress and collaborative efforts with local schools.
The document summarizes research on how the brain learns and the implications for teaching. It discusses how learning theories have evolved from behaviorism to incorporate social and cognitive aspects. Recent brain research has found that: (1) the brain is plastic and shaped by experience; (2) it seeks meaningful patterns; (3) emotion catalyzes learning; and (4) there are procedural and declarative types of memory. These findings suggest teachers should create immersive, challenging yet relaxed environments and actively connect new information to prior knowledge to optimize learning. The goal is not just academic performance but preparing students for life.
This document discusses applying postmodern thinking through six realms of meaning to improve education. It summarizes how each realm - symbolics, empirics, ethics, synoptics, esthetics, and synnoetics - can guide instructional leadership, organizational mission and culture, safety, student and community relations, and organizational improvement. The goal is to provide students with strong academic skills through effective, strategic planning using postmodern frameworks.
This document discusses how a child's environment affects their cognitive growth. It outlines that children who attend daycare between ages 1-5 show increased cognitive development compared to children who do not. Children need interaction with other children and a stimulating environment to promote learning. Theories from Vygotsky and Piaget are discussed, with Vygotsky believing adult interaction is crucial and Piaget focusing on self-learning. Teachers can enhance learning by arranging classrooms to be well-organized with clearly defined spaces and seating arrangements that facilitate interaction and minimize distractions. Parents can also influence development through activities like reading, establishing routines, and creating a stimulating home environment.
This review paper aims to provide a summary and overview of the influence of Lev Vygotsky (1896-1934) on education, language, and literacy from a multidimensional perspective. Vygotskyan perspective toward education in general and literacy, in particular, have been discussed immensely in the areas of language acquisition, child mental development, educational psychology, and social psychology. The current paper strives to provide an inclusive, but brief, vignette on the intersections and variations of implementation of Vygostkyan viewpoints in the above academic contexts. In addition, this paper present the main criticism directed at Vygotsky`s theoretical arguments accompanied with the alternative notions proposed
Vygotsky proposed the concept of the zone of proximal development (ZPD), which is the difference between what a learner can do independently and what they can achieve with guidance and collaboration. Within the ZPD, learners can solve problems with assistance from a teacher or more capable peer. Scaffolding from a more knowledgeable person allows the learner to then internalize new skills and master tasks on their own. An example is provided of a tennis student struggling with her forehand grip but then improving with guidance from the instructor within her ZPD.
A study on social maturity, school adjustment and academic achievement among ...Alexander Decker
This study examined the relationship between social maturity, school adjustment, and academic achievement among 347 girls attending a private residential school in North India. Measures of social maturity and school adjustment were administered and students' end-of-year academic scores were obtained. Results showed a significant positive correlation between social maturity and school adjustment. Significant differences were also found in social maturity and school adjustment between groups with low, average, and high academic achievement. Specifically, students with lower achievement had poorer social maturity and adjustment than those with higher achievement. The findings suggest that greater social maturity is related to better adjustment at school, which may positively impact academic performance.
Roles of Parents on Students' Academic AchievementSyafiqah Kadar
Parental involvement plays an important role in students' academic achievement. Studies have shown that students perform better when their parents are more involved in their education by creating a supportive home learning environment, communicating regularly with teachers, helping with homework, holding high expectations, and participating in school activities and decision-making. Factors like socioeconomic status, parenting styles, family structure, and parent-child interactions at home all influence a student's learning and achievement. Schools that encourage collaboration with families tend to see students succeed not just academically but throughout their lives.
Study habits of higher secondary school students of working and non working m...Alexander Decker
This document analyzes the study habits of higher secondary school students in India whose mothers work outside the home compared to those whose mothers do not work outside the home. It finds that there are no significant differences in study habits between the two groups in terms of comprehension, study sets, interaction, drilling, recording, and language. However, it finds significant differences in concentration, task orientation, and support, with students of working mothers having better study habits overall. It also finds differences based on gender, with female students of working mothers having the best study habits, followed by male students of working mothers, female students of non-working mothers, and male students of non-working mothers.
[1 7]home environment, mental health and academic achievement among hr. secon...Alexander Decker
This study investigated the impact of home environment and academic achievement on the mental health of 300 12th grade students in India, 150 female and 150 male. Data was collected using a Home Environment Inventory and Mental Health Battery. Results showed that the mean mental health score of girls (74.76) was higher than boys (70.76). The study also aimed to determine if there were significant differences in mental health between students from good vs poor home environments, high vs low academic achievement, and interactions between sex, home environment, and academic achievement. The introduction provided background on factors that influence mental health and the importance of home environment and parental involvement on students' mental and academic success.
A Study Of The Effects Of Participation In An After-School Homework ClubPedro Craggett
The document describes a study that investigated the effects of participation in an after-school homework club on 122 secondary school students' academic self-concept, sense of school belonging, future aspirations, and academic performance. The study found that students who participated in the homework club had a higher psychological sense of school belonging and made more effort with their schoolwork compared to non-participants. There were no significant differences found between the two groups in future aspirations or academic performance.
Assessment In Early Childhood EducationStacy Vasquez
This document discusses assessment in early childhood education. It describes a study that investigated the effect of familiarity with a test setting on screening scores of pre-kindergarten children. Thirty-two children participated in a screening at a school they did not attend, and then took the same screening at their regular preschool. The results showed a significant difference in scores depending on how familiar the children were with the test setting. The document provides background information on assessment in early childhood, guidelines for developmentally appropriate assessment, and definitions of key terms.
This study examined principals' perspectives on supporting Aboriginal student success through 14 interviews with principals in Saskatchewan and Prince Edward Island. The principals emphasized building relationships through involvement in extracurricular activities, collaborating with parents and communities, and knowing each student. They also stressed the importance of creating a safe environment where students feel they belong, implementing a culturally relevant curriculum, and having high expectations for Aboriginal student achievement. The principals' philosophies aligned with Aboriginal leadership values like relationships, reciprocity, and experiential learning.
The document discusses challenges to developing advanced literacy skills in young people from low socioeconomic backgrounds. It notes that economic status predicts literacy, with children from higher-income families performing better. To address this, it recommends paying more attention to analytical writing and informational texts from kindergarten through grade 12, improving early childhood education, instructional quality, and after-school opportunities. Motivation also declines through school as evaluation and comparisons increase; the document suggests differentiation, exploration, and emphasizing a growth mindset to increase motivation. Supporting both children and their caregivers through community involvement is key to providing equitable learning opportunities.
Day 2 history and psych foundations bridgewater 2011vpriddle
The document provides an overview of various psychological theories of learning including behaviorism, cognitive psychology, and constructivism. It summarizes key contributors to each theory like Thorndike, Pavlov, Skinner, Bandura, Piaget, Vygotsky, and Montessori. It also outlines concepts from each theory like classical conditioning, operant conditioning, schemas, the zone of proximal development, and the idea that learners must construct their own knowledge.
Supportive and motivating environments in schoolsIngridHillblom
This document summarizes a study on factors relating to wellbeing and learning among students. The study aims to identify supportive and motivating factors in schools according to self-determination theory. It reviews literature showing relationships between supportive school environments and students' life satisfaction, school satisfaction, and academic initiative. The study will examine how perceived teacher support for relatedness, competence and autonomy relate to these outcomes among Norwegian lower secondary students.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
The article proposes the Brown-Skinner model as a 5-step process for building trust with at-risk students: 1) Listen, 2) Validate, 3) Problem-Solve, 4) Show Positive Regard, and 5) Foster Hope. Each step is interdependent on the previous steps, with success at each building towards establishing hope. The model is presented as a tool for educators to improve relationships with at-risk students and better engage them in learning. Examples are provided for how educators can apply each step of the model in practice.
Dewey believed that education should promote democracy. For Dewey, democracy, society, and education are linked - a democratic society should contribute to the growth and development of its citizens through education. Dewey saw the role of the teacher as creating a democratic environment that encourages the natural curiosity and social nature of children, allowing them to learn through experience by engaging in real problems and activities.
Univ. of MN - MYCL Initiative newsletter 2007MarkyMN
This document provides a quarterly update from the Minnesota Youth Community Learning Initiative (MYCL). It discusses the importance of school connectedness and how the MYCL partner communities are working to foster connections through various programs. These programs provide academic support, mentoring, life skills development, and community engagement opportunities for youth. Updates are provided from each of the seven MYCL community partner sites, describing their recent progress and collaborative efforts with local schools.
The document summarizes research on how the brain learns and the implications for teaching. It discusses how learning theories have evolved from behaviorism to incorporate social and cognitive aspects. Recent brain research has found that: (1) the brain is plastic and shaped by experience; (2) it seeks meaningful patterns; (3) emotion catalyzes learning; and (4) there are procedural and declarative types of memory. These findings suggest teachers should create immersive, challenging yet relaxed environments and actively connect new information to prior knowledge to optimize learning. The goal is not just academic performance but preparing students for life.
This document discusses applying postmodern thinking through six realms of meaning to improve education. It summarizes how each realm - symbolics, empirics, ethics, synoptics, esthetics, and synnoetics - can guide instructional leadership, organizational mission and culture, safety, student and community relations, and organizational improvement. The goal is to provide students with strong academic skills through effective, strategic planning using postmodern frameworks.
This document discusses how a child's environment affects their cognitive growth. It outlines that children who attend daycare between ages 1-5 show increased cognitive development compared to children who do not. Children need interaction with other children and a stimulating environment to promote learning. Theories from Vygotsky and Piaget are discussed, with Vygotsky believing adult interaction is crucial and Piaget focusing on self-learning. Teachers can enhance learning by arranging classrooms to be well-organized with clearly defined spaces and seating arrangements that facilitate interaction and minimize distractions. Parents can also influence development through activities like reading, establishing routines, and creating a stimulating home environment.
This review paper aims to provide a summary and overview of the influence of Lev Vygotsky (1896-1934) on education, language, and literacy from a multidimensional perspective. Vygotskyan perspective toward education in general and literacy, in particular, have been discussed immensely in the areas of language acquisition, child mental development, educational psychology, and social psychology. The current paper strives to provide an inclusive, but brief, vignette on the intersections and variations of implementation of Vygostkyan viewpoints in the above academic contexts. In addition, this paper present the main criticism directed at Vygotsky`s theoretical arguments accompanied with the alternative notions proposed
Vygotsky proposed the concept of the zone of proximal development (ZPD), which is the difference between what a learner can do independently and what they can achieve with guidance and collaboration. Within the ZPD, learners can solve problems with assistance from a teacher or more capable peer. Scaffolding from a more knowledgeable person allows the learner to then internalize new skills and master tasks on their own. An example is provided of a tennis student struggling with her forehand grip but then improving with guidance from the instructor within her ZPD.
A study on social maturity, school adjustment and academic achievement among ...Alexander Decker
This study examined the relationship between social maturity, school adjustment, and academic achievement among 347 girls attending a private residential school in North India. Measures of social maturity and school adjustment were administered and students' end-of-year academic scores were obtained. Results showed a significant positive correlation between social maturity and school adjustment. Significant differences were also found in social maturity and school adjustment between groups with low, average, and high academic achievement. Specifically, students with lower achievement had poorer social maturity and adjustment than those with higher achievement. The findings suggest that greater social maturity is related to better adjustment at school, which may positively impact academic performance.
Roles of Parents on Students' Academic AchievementSyafiqah Kadar
Parental involvement plays an important role in students' academic achievement. Studies have shown that students perform better when their parents are more involved in their education by creating a supportive home learning environment, communicating regularly with teachers, helping with homework, holding high expectations, and participating in school activities and decision-making. Factors like socioeconomic status, parenting styles, family structure, and parent-child interactions at home all influence a student's learning and achievement. Schools that encourage collaboration with families tend to see students succeed not just academically but throughout their lives.
Study habits of higher secondary school students of working and non working m...Alexander Decker
This document analyzes the study habits of higher secondary school students in India whose mothers work outside the home compared to those whose mothers do not work outside the home. It finds that there are no significant differences in study habits between the two groups in terms of comprehension, study sets, interaction, drilling, recording, and language. However, it finds significant differences in concentration, task orientation, and support, with students of working mothers having better study habits overall. It also finds differences based on gender, with female students of working mothers having the best study habits, followed by male students of working mothers, female students of non-working mothers, and male students of non-working mothers.
[1 7]home environment, mental health and academic achievement among hr. secon...Alexander Decker
This study investigated the impact of home environment and academic achievement on the mental health of 300 12th grade students in India, 150 female and 150 male. Data was collected using a Home Environment Inventory and Mental Health Battery. Results showed that the mean mental health score of girls (74.76) was higher than boys (70.76). The study also aimed to determine if there were significant differences in mental health between students from good vs poor home environments, high vs low academic achievement, and interactions between sex, home environment, and academic achievement. The introduction provided background on factors that influence mental health and the importance of home environment and parental involvement on students' mental and academic success.
A Study Of The Effects Of Participation In An After-School Homework ClubPedro Craggett
The document describes a study that investigated the effects of participation in an after-school homework club on 122 secondary school students' academic self-concept, sense of school belonging, future aspirations, and academic performance. The study found that students who participated in the homework club had a higher psychological sense of school belonging and made more effort with their schoolwork compared to non-participants. There were no significant differences found between the two groups in future aspirations or academic performance.
Assessment In Early Childhood EducationStacy Vasquez
This document discusses assessment in early childhood education. It describes a study that investigated the effect of familiarity with a test setting on screening scores of pre-kindergarten children. Thirty-two children participated in a screening at a school they did not attend, and then took the same screening at their regular preschool. The results showed a significant difference in scores depending on how familiar the children were with the test setting. The document provides background information on assessment in early childhood, guidelines for developmentally appropriate assessment, and definitions of key terms.
Academic Achievement In Grade 11 And 12 In K12 High School Students In Public...Scott Donald
This document discusses a study investigating the influence of parents' educational attainment on the academic achievement of grade 11 and 12 students in public and private schools. The study utilized surveys of students, teachers, and parents in Naval Biliran, Philippines. Previous research suggests parents' education level affects children's academic outcomes through factors like resources available at home, parental values around education, involvement in schooling, and modeling of skills. However, some research has found no relationship between parental education and student achievement. The study aims to further examine the long-term effects of parental education on children's educational and occupational success when controlling for socioeconomic status and children's behaviors.
This section reviews literature related to developing character traits in students. It discusses studies that show character education is most effective when integrated into daily school life. Traits like honesty, diligence, respect and caring can be developed through relationships, discipline policies, and encouragement from parents and teachers. The literature also examines how traits like obedience, perseverance, and social-emotional development can be fostered in students. Finally, it reviews research on the importance of parental involvement in students' academic performance and development.
Communicating Community Environment of Junior High School Students in the Fir...ijtsrd
The study investigates the community environment, particularly the learning and social communities of junior high school students in the first congressional district of Northern Samar, Philippines. The research design employed descriptive research. The sample consisted of 388 junior high school students enrolled during the Academic Year 2019 2020. The research findings revealed that while the learning community was moderately favorable, the social community was highly favorable. To sum up, the community environment was moderately favorable. It was also indicated that a communication task force should be instituted in schools. In the same manner, the schools should forge for sustainable school students community relations. Veronica A. Piczon | Leah A. De Asis | Brenfred N. Romero "Communicating Community Environment of Junior High School Students in the First Congressional District of Northern Samar, Philippines: Inputs to School-Students-Community Relations" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49272.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/49272/communicating-community-environment-of-junior-high-school-students-in-the-first-congressional-district-of-northern-samar-philippines-inputs-to-schoolstudentscommunity-relations/veronica-a-piczon
Classroom Social Environment and School Performance in The Selected Secondary...AJHSSR Journal
ABSTRACT: This research investigated teachers' perceptions of the social environment in the classroom and
student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
Zambales, including Amungan National High School, San Agustin Integrated School, Jesus F. Magsaysay High
School, President Ramon Magsaysay State University-laboratory High School, Botolan National High School,
and Bancal Integrated School. One hundred fifty-five respondents were chosen at random, and the researcher
used the descriptive research design and questionnaire as the primary instruments to collect data. The school
received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for
failure and drop-out rates.There was a significant difference in the perception of the classroom social
environment as to classroom mastery goals, classroom performance goals, classroom social interaction,
classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
of school performance on student progress and development as to failure rate, drop-out rate, promotion rate,
retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
academically.
KEYWORDS: Social Environment, Failure Rate, Drop-Out Rate, Survival Rate, Classroom Mastery Goals,
Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
Parental Involvement in The Implementation of Modular Distance Learning Appro...AJHSSR Journal
ABSTRACT :The general purpose of this study was to find out the level of extent on the parental involvement
in the implementation of modular distance learning approach in Botolan District, Division of Zambales,
Philippines during school year 2020-2021. The study revealed that the parent-respondent is a typical female in
her early adulthood, married, high school graduate with part-time work and meagre income whose children are
at primary grade level. The academic performance of the parent- respondents‘ children was assessed ―Very
Satisfactory‖. Perceived ―Highly Involved‖ on Parent as a Teacher and Acceptance of the Self-Learning Module
while ―Involved‖ on Submission of the Self-Learning Module. There is significant difference when grouped
according to highest educational attainment towards Parent as a Teacher, Acceptance and Submission of the
Self-learning module respectively; significant when grouped according to family income towards Parent as
Teacher and Acceptance of the Self-Learning Module; while significant on number of children studying in the
elementary level towards Parent as Teacher and Submission of the Self-Learning Module respectively. There is
significant difference on the perception towards dimensions on the level ofextent on the parental involvement in
the implementation of modular distance learning approach. There is negatively weak or little relationship
between the level of academic performance and the level ofextent on the parental involvement in the
implementation of modular distance learning approach.
Based on the summary of the investigations conducted and the conclusions arrived at, the researcher
recommended that the parents are encouraged to be given orientation to heighten awareness on their respective
limited roles in the implementation of the self-learning modular approach; that parents are encouraged to help
children developed with high levels of self-directed learning, to have strong for learning.\
KEYWORDS:Botolan District, Division of Zambales,Parental Involvement in Modular Distance Learning
Approach
The document discusses the relationship between home and school environment and the educational achievement and adjustment of primary school students. It hypothesizes that there is no significant correlation between home/school environment and educational achievement/adjustment. Through its study of 350 students, it found these hypotheses to be incorrect, as home and school environment were both positively correlated with educational achievement and adjustment. The document concludes that both home and school environments play important roles in developing healthy habits, interests, and outlooks among students, contributing to their academic success and adjustment.
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This study assessed differences in academic performance and perceptions of contributing factors between school and university levels among 261 engineering students in Lahore, Pakistan.
The results found that students had lower average grades at the university level compared to school. Students also perceived teachers, family, and their own efforts had less impact on their performance at university versus school. Specifically, students saw family as contributing less and their own efforts as contributing more at university level.
The study concluded there were significant differences in both academic performance and perceptions of contributing factors between the school and university levels among these engineering students.
This document discusses Courteny Moore-Gumora's dissertation which explored how students on the autism spectrum were transformed by participating in a public high school transition program. The dissertation examined how constructivist learning practices affected student performance and integration. It utilized a qualitative multiple case study design to understand student and staff perspectives. Key emergent themes were around self-perception, connectedness, and transformative shifts in awareness. Recommendations focused on supporting self-perception through social-emotional learning, fostering connectedness through teacher-student relationships, and ensuring transformational learning environments are sustainable through education reform.
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Home Location as a Predictor of Academic Performance of Children with Learnin...YogeshIJTSRD
The study sought to examine home location as a predictor of academic performance of children with learning disabilities in the Buea Municipality, South West Region of Cameroon. The study design was the purposive survey. The study population was made up of all children with learning disabilities in primary schools in the Buea Municipality in the South West Region of Cameroon. The purposive sampling technique was also used to select the sample for the study. Data was obtained through the use of a written exercise for the learners with learning disabilities. Data was analyzed using Epi data and result presented in frequencies, and proportions. Multiple Responses Analysis was also used for the grounding of concepts that emerged from the open ended questions. Chi Square test of equality of proportions was used to compare proportions for significant difference. Relationship between conceptual components was accessed using Spearman Rho Correlation test. Findings from the study indicated that there was a significant relationship between home location and academic performance of children with learning disabilities. Conclusively, there was a significant relationship between home location and academic performance of children with learning disabilities. This means that for persons with learning disabilities to academically perform well in school, the home factor towards education must be taken into consideration such as home location. Dr. Esonwo Emeaka Francisca | Dr. Ojong Angela Ojong "Home Location as a Predictor of Academic Performance of Children with Learning Disabilities in the Buea Municipality, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41313.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/41313/home-location-as-a-predictor-of-academic-performance-of-children-with-learning-disabilities-in-the-buea-municipality-south-west-region-of-cameroon/dr-esonwo-emeaka-francisca
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11.a study of home environment and reasoning ability among secondary school students
1. Developing Country Studies www.iiste.org
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol 2, No.1, 2012
A Study of Home Environment and Reasoning Ability among
Secondary School Students
Bandhana, Sr.Lecturer,
KCS College of Education (Women), Jammu
Mobile:-09419108959
*E-mail:bandhana1@gmail.com
Darshana P.Sharma
University of Jammu, Jammu.
Mobile:-09419106715
darshanapsharma@yahoo.co.in
Abstract
The improvement of reasoning ability has been highly valued as a major educational goal. This ability is
increasingly needed in this era of science and technology and the home environment is one of the important
components in developing this ability of the child. This study is an attempted to study the impact home
environment on reasoning ability of secondary school students. Inheler, Piaget, Milgram, & Parsons (1958)
claims that the development of reasoning ability in individuals have been shown to be correlated with a
multitude of variables, some related directly or indirectly in context to Piaget’s cognitive theory of development.
The sample of the present investigation was drawn from government and private schools of Jammu city and
comprised of 250 students (121 girls and 129 boys). Reasoning Ability Test developed and validated by Dr.
L.N. Dubey, Home Environment Inventory developed and validated by Dr. Karuna Shankar Misra was used in
the study, and results revealed that the students with high home environment have higher level of reasoning
ability in comparison to one’s having low home environment. Furthermore, it was revealed that private school
students have higher level of reasoning ability in comparison to the one’s belonging to the government schools.
Keywords: Reasoning ability, Home environment, Secondary school students
Introduction
Reasoning is recognized as the core element of human nature, whether it is in the teachings of Socrates,
Confucius, or Buddhism (Chen, 2000). A goal of education is to prepare citizens with reasoning skills and to
create society that is more rational or culture. The nature of reasoning skills and the reasoning skills
improvement approaches have brought increasing concerns of educators, psychologists, and philosophers for
decades (Kemler, 1998). Reasoning skills are recognized as the key abilities for human being to create, learn, and
exploit knowledge. These skills are also an important factor in the process of human civilization. Therefore, the
importance of reasoning skills has been of great concern in educational settings and the world of work. The era
of information explosion is filled with ever changing and confusing information fragments, and multiple values
(Bauman, 1999; Beck, 1992; Rorty, 1989). It becomes increasingly important to improve reasoning ability
through lifelong learning in response to such challenges and lead a meaningful life, and construct a rational
better world (Shu, 2000). Therefore, current educational systems across the world have recognized the need to
enhance students' reasoning ability (European Commission, 1995; Greenan, 1994; Moshman, 1990; Wu, 2001).
While endeavoring to improve reasoning skills, several questions need to be clarified: "How do students learn
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2. Developing Country Studies www.iiste.org
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol 2, No.1, 2012
reasoning skills?” and "How should reasoning skills be taught and assessed in various technical education
programs is of importance (Stasz & Grubb, 1991)? Reasoning ability is referred to as specialized thinking
involving well-organized systematic steps for mental exploration of a cause and effect relationship for solution of
a problem. Garret (1968), “Reasoning is step wise thinking with a purpose or a goal in mind.” It plays a
significant role in one’s adjustment to one’s environment. It is essentially a cognitive ability and is like thinking
in many aspects.
Considerable research evidence suggests that parents’ behavior with their children-stimulation,
consistency, moderation and responsiveness- influence the children’s cognitive and social development (Clarke-
Stewart, 1983). The home environment is important in developing the personality of child. There is a face-to-
face contact between the parents and children, which determine the personality and character of child, and
developing upon the status of parent’s active relations and other social set up of home. . The families not only
socially recognized relations for the child rearing and essential agency of child’s socialization and introducing
the child to the culture of society to which he belongs. The role of heredity and environment in creating
differences among human beings is a matter of debate. The hereditarianism claims that heredity is everything.
The environmentalists are of the opinion that heredity does not any way affect the growth and development of an
individual. Man is the product of his environment. Thinking on these lines, “Watson, one of the prominent
environmentalists declared,’’ Give me any child, I will make him what you desire’’. However, if we assume that
the heredity and environment both play a role in human development then Woodworth and Marquis (1948) very
old reference put it like this-the relation of heredity and environment is not like addition but more like
multiplication. Family being the first and major agency of socialization has great influence and bearing on the
development of the child. It has been shown by various studies that most of the children who are successful
/great achievers and well-adjusted come from the families where sustaining wholesome relationships exist.
Therefore, it is the home, which sets the pattern for the Childs’ attitude towards people and society, aids
intellectual growth in the child and supports his aspirations and achievements. A highly significant positive
relationship between the variables of academic achievement and family scores has been assessed (Shaha &
Sharma, 1984). Studies have revealed that high home environment groups achieved greater success than middle
and low home environment groups (Jagannathan, 1986). Children are our future. Some people hear and believe
the words of Whitney Houston, "Treat them well, and let them lead the way." Words written by many prominent
observers tell us we are not treating the children of our nation very well at all. Our culture continues to reveal a
"moral free fall" (Dobson, 1999). The home environments for children continue to change. Changes in the
family culture affect the home environment. Studies (Baharudin & Luster, 1998; Featherstone & Cundick, 1992;
Watkins, 1997) have shown that the home environment affects the academic achievement in children. Many
people are raising children and looking to others for answers, whether it is day care centers, schools, evangelists,
counselors, or the government. Shifting the blame for children’s problems and decreasing parental
responsibilities are becoming a societal norm. Traditionalists view these shifts as clear signs that we have lost
our moral compass; that our society is doomed if we do not find our way back to what are called family values
("Decline and Fall," 1997). Change in the home environment affects many aspects of family life. Establishing a
daily routine is difficult in a hurried generation. Monitoring out-of-school activities has decreased for latchkey
children. The socioeconomic status (SES) of parents, their education, and the contacts they make with the
schools affect how they encourage children's development and progress in school. The amount of parent interest
and time directly affect the amount of reading, writing, and discussion between family members.
Several studies (Baharudin, 1998; Gerris & Dekovic 1997; Harris & Liebert 1987; Hines 1997) show
the role of the family and the specific interactions between a child and parent have been determined to be
powerful indicators of development. Some specific interactions include regular family discussions,
encouragement, limit setting, warmth, daily routine, praise, and intellectual stimulation. These studies have
shown all of these connections to produce an impact on academic achievement. Children have an unbelievable
thirst for knowledge. If parents do not tap into that drive in early childhood it could be lost before the children
even enter the school system. The parents that do not foster learning are easily identified. It is truly amazing
how little children mention their parents. Parents’ encouragement to achieve and interest in school performance
are significantly related to student motivation and student achievement (Hawley et al., 1984). Hawley cited
Walberg when he found: What might be called “the curriculum of the home” predicts academic learning twice as
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3. Developing Country Studies www.iiste.org
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol 2, No.1, 2012
well as the socioeconomic status of families. This curriculum includes informed parent/child conversations
about everyday events, encouragement and discussion of leisure reading, monitoring and joint analysis of
televiewing; deferral of immediate gratification is to accomplish long-term goals, expressions of even occasional
doses of caprice and serendipity. In 29 controlled studies conducted during the past decade, 91% of the
comparisons favored children in programs designed to improve the learning environment of the home over
children not participating in such programs. Although the average effect was twice that of socioeconomic status,
some programs had effects 10 times as large.
Because few of the programs lasted more than a semester, the potential exists for even greater benefits
from programs sustained over all the years of schooling. Rosenblatt (1990) spoke about the importance of taking
time for children and playing with them. He quoted Neitzsche when he said that there is nothing as serious as a
child at play is. The decision parents make to either thrust themselves into their children’s worlds of amusement
or allow them to be unsupervised will make a profound impact on the children’s life. Walberg, Bole and
Waxman (1980) declare the importance for families to share interests in hobbies, activities and games. Reading
material should be abundant and discussed on regular intervals. Dubow, Tisak, Lausey, Hsyshko, and Reid
(1999) found that parental emotional and practical support predicts positive outcome like high social cognition,
better self-esteem and intellectual competence. Researchers have only begun to explore the relationship between
home and school experiences of Mexican-American adolescents (Plunkett & Bámaca- Gómez, 2003); however,
scholars have identified several parenting variables that are related to academic outcomes in adolescents such as
parental support, parental monitoring, parental involvement and parental ability to help (education levels)
(Plunkett and Bámaca-Gómez, 2003). A study carried out by Nelson and Low (2004) revealed the importance
of emotional intelligence during transition period of high school graduates in the first year of college. They
emphasized the importance of emotional intelligence skills as influencing variables in students’ achievement and
retention. Parker, Summerfeldt, Hogan and Majeski (2004) found emotional intelligence a predictor in
identifying academically successful and academically unsuccessful students during transition period. A recent
study conducted by Jaeger and Eagan (2007) revealed Interpersonal, Stress Management and adaptability scales
of BarOn EQi as significant predictors of academic performance of students in the first year of university.
Abdullah (2006) also found that some dimensions of emotional intelligence significantly predict academic
performance of college students.
Objectives of the study
i) To find significant differences in reasoning ability among secondary school students belonging to high
and low home environment groups.
ii) To find significant sex differences in reasoning ability among secondary school students.
iii) To find significant differences in reasoning ability among students studying in government and private
secondary schools.
iv) To find significant interaction between home environment and sex among secondary school students
with reasoning ability as the dependent variable.
v) To find significant interaction between sex and type of school among secondary school student with
reasoning ability as the dependent variable.
vi) To find significant interaction between sex and type of schools among secondary school students with
reasoning ability as the dependent variable.
vii) To find significant interaction between home environment, sex and type of schools among secondary
school students with reasoning ability as the dependent variable.
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4. Developing Country Studies www.iiste.org
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol 2, No.1, 2012
Hypotheses of the study
(i) There will be no significant differences in reasoning ability among secondary school students belonging
to high and low home environment groups.
(ii) There will be no significant sex differences in reasoning ability among secondary school student.
(iii) There will be no significant differences in reasoning ability among students studying in government and
private secondary schools.
(iv) There will be no significant interaction between home environment and sex among secondary school
students with reasoning ability as the dependent variable.
(v) There will be no significant interaction between home environment and type of school among
secondary schools students with reasoning ability as the dependent variable.
(vi) There will be no significant interaction between sex and type of school among secondary school
students with reasoning ability as the dependent variable.
(vii) There will be no significant interaction between home environment, sex and type of school among
secondary school students with reasoning ability as the dependent variable.
Method
Sample
The sample of the present investigation was drawn from eight government and private schools of Jammu city.
The sample comprised of 250 students (121 girls and 129 boys) and was drawn by stratified random sampling
technique.
The investigator used following tools in the present study:
Reasoning Ability Test developed and validated by Dr. L.N. Dubey. The test has predictive value of
reasoning ability. Reasoning ability is highly correlated with problem solving and mathematical ability. With the
help of this test, we can found that whether the child is capable of solving problems. It also enables us to find the
ability to see the cause-and-effect. This test can be used on students who are performing for service selection
boards. High reasoning ability indicates high intelligence. There are sixty questions in the test. First 40 questions
are of number series and there are two answers in each question. One mark for each correct answer should be
awarded. In the same way for remaining 20 questions, one mark for each correct answer. The time limit to
complete the test is only 60 minutes.
Home Environment Inventory developed and validated by Dr. Karuna Shankar Misra Prof. & head,
department of Education, Allahabad University, Allahabad. The Home Environment Inventory is an instrument
designed to measure the psychosocial climate of home as perceived by children. It provides a measure of the
quality and quantity of the cognitive, emotional and social support that has been available to the child within the
home. HEI has 100 items belonging to ten dimensions of home environment. The ten dimensions are (A)
control, (B) Protective (C) Punishment (D) Conformity (E) Social isolation (F) Reward (G) Deprivation of
privileges (H) Nurturance (I) Rejection and (J) Permissiveness. Each dimension has ten items belonging to it.
The instruments requires pupils to tell the frequency with which a particular parent –child interaction behaviour
has been observed by them in their homes i.e. he/she is requested to tell whether a particular parental behavior
(as mentioned in an item) occurs- ‘Mostly’, ‘often’, ‘sometimes’, ‘least’, and ‘never,’. There are five cells
belong to five responses. Assign 4 marks to ,mostly’,3 marks to ‘often’, 2 marks to ‘sometimes’,1mark to
‘least’, and 0 mark to ‘never’ responses. Count the marks assigned to A,B,C,D,E,F,G,H,I and J dimension.
There is no time limit to complete this tool, but on an average participant took 30 minutes to complete the tool.
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Results.
Table 1 displays the results of our comparisons
Summary of Three– Way ANOVA for (2 × 2 × 2) Factorial Design for Reasoning Ability Scores
Source of Variation SS df MS F Significance
Home Environment 1602.05 1 1602.25 20.98 Significant at .01
level
Sex 92.45 1 92.45 1.21 NS
Type of School 4118.44 1 4118.44 53.93 Significant at .01
level
Home Environment x Sex 9.75 1 9.75 0.13 NS
Home Environment 204.81 1 204.81 2.68 Significant at .01
X Type of School level
Sex & Type of School 51.21 1 51.21 0.67 NS
Home Environment 54.5 1 54.5 0.71 NS
× Sex × Type of School
Within 5498 72 76.36
11631.2 79
Table 2Showing the Mean Values of Home Environment in different group with N = 10 in each
cell
High Home Low Home Combined
Environment Environment
Boys 57.5 47.5 52.28
Girls 58.6 50.35 54.48
Combined Mean 57.88 48.92
Table 3
Government Schools Private Schools
Boys 44.35 60.3
Girls 48.1 60.85
Combined Mean 46.23 60.57
Interpretation
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Perusal of Table 1 reveals that the value of F for the main effect home environment is 20.98, which is significant
at.01 level of significance for df 1 and 72. It can thus, be inferred that there are significant differences in
reasoning ability among secondary school students belonging to high and low levels of home environment.
Furthermore, Table 2 shows that the mean values of reasoning ability among students from high and low
home environment groups are 57.88 and 48.93 respectively. It can thus, be said, that the students with high
home environment have higher level of reasoning ability in comparison to one’s having low home environment ,
their mean values of reasoning being 57.88 and 48.93 respectively. Hence, the hypothesis that there will be no
significant differences in reasoning ability among high and low home environment groups was rejected.
Review of Table 1 also reveals that value of F for the variable for sex is 1.21 which is insignificant at .05
level of significant for df 1and 72.It can thus be said , that there are in significant sex differences in reasoning
ability among secondary school students. Hence, the hypothesis that there will be insignificant sex differences
in reasoning ability among secondary school students stands accepted.
In this connection Perusal of Table 1 reveals that the value of F for the variable of Type of school is 53.93 which
is significant at .01 level of significant .It can thus, be inferred that there are significant differences in reasoning
ability among secondary school students belonging to government and private schools.
Furthermore, Table 3 indicates that the mean value of reasoning ability government and private school
students are 46.43 and 60.57 respectively.
It can thus, be said that private school students have higher level of reasoning ability in comparison to the
one’s belonging to the government school, the mean values of reasoning ability being 46.43 and 60.57
respectively. Hence, the hypothesis that there will be no significant differences in reasoning ability among
students studying in government and private schools stands rejected.
A review of Table 1 presents that the values of F for the interaction between home environment and sex with
reasoning ability as the dependent variable is not significant (F = 0.13). Thus, it means that variable home
environment and sex is independent of each other with reasoning ability as the dependent variable.
Hence, the hypothesis that there will be no significant interaction between home environment and sex
among secondary school students with reasoning ability as the dependent variable was accepted.
Review of Table 1 further shows that the value of F for the interaction between home environment and type of
school is 2.68, which are significant at 0.01 level of significance. It means that the variable home environment
and types of schools are not independent of each other with reasoning ability as the dependent variable.
Hence, the hypothesis that there will be no significant interaction between home environment and type of
school among secondary school students with reasoning ability as dependent variable was rejected.
Table 1 also shows that the value of F for the interaction between sex and type of school with reasoning ability
as the dependent variable is 0.67 is insignificant .Thus, the variable of sex and type of schools are independent
of each other with reasoning ability as the dependent variable among higher secondary school students.
Hence, the hypothesis that there will be no significant interaction between sex and type of school among
secondary school students with reasoning ability as the dependent variable was accepted.
Review of Table 1 further shows the value of F for the interaction between home environment, sex and type of
school with reasoning ability as the dependent variable is 0.71, which is also insignificant, as, it is less than the
Table value of F at .05 level of significant i.e. for df 1 and 72.
Hence, it can be said that the variables of home environment, sex and type of schools are independent on each
other with reasoning ability as the dependent variable among secondary school students.
Hence, the hypothesis that there will be no significant interaction between home environment, sex and type of
schools among secondary school students with reasoning ability as the dependent variable was accepted.
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Discussion
Solution pertaining to the problem taken in hand can be solved by using different stages of research. The proper
data analysis and its interpretation lead to drawing out most valid and justified conclusions. There were
significant differences in reasoning ability among secondary school students belonging to high and low levels of
home environment. The students with high home environment have higher level of reasoning ability in
comparison to one’s having low home environment. Development of reasoning ability is very important in the
era of hard competition. Reasoning skills are recognized as the key abilities for human being to create, learn,
and exploit knowledge. The research in the field of home environment and reasoning ability of students has
made to believe that home environment affects the reasoning ability of students. This generalized fact over
different periods is corroborated empirically. In other words, it may be said that the children who have better
home environment have high level of reasoning ability. Reasoning is dynamic cognitive processes involving
cultural backgrounds and issue contexts. Reasoning skills assessment should not be globally standardized, but
localized and diverse due to personal characteristics and cultural differences. The Reasoning skills improvement
needs the beneficial environment at home and opportunities to encourage children to critically think and self-
reflect on the multifarious values. Doronila (1998) highlights the fact that students need to develop a “range of
skills and competencies which would enable them to live and work as human persons, develop their potential,
make critical and informed decisions, and function effectively in society”. Education experts and teachers agree
that students learn skills more efficiently when they are assisted and helped by experts and mentors. This
perspective is theoretically grounded in Vygotsky’s theory of the Zone of Proximal Development in student
learning and in the concept of “scaffolding”. Vygotsky (1978) emphasizes that a student’s cognitive
development is a result of a dialectical process involving a student who learns better when helped by a mentor
such as teachers and parents. Studies have also noted how support, aid, or “scaffolding” provided by experts or
parents to children who are learning how to carry out a task is very important in these children’s learning.
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80
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