This document reviews literature on factors associated with student lateness and strategies for dealing with it. It summarizes 24 papers and reports from 1991-2013. Key findings include:
1) Common factors for student lateness include transportation issues, parenting responsibilities, low self-esteem, and anxiety. Some theorists see lateness as a personality trait.
2) One study found that 3 out of 60 students were always late due to late-night social media use, while another study found that a middle school's policies inadvertently facilitated chronic lateness.
3) Lateness is disruptive as it interrupts lessons and distracts other students. The document recommends further research to better understand lateness patterns and effective strategies for
This study examined the relationship between participation in extracurricular activities and academic performance among students enrolled in business programs at Hazara University. The study found that participation in athletics, community service, and watching television were associated with improved academic performance, while participation in musical activities was not. The survey results indicated that different extracurricular activities can have varying effects on students' grades and learning.
This study examined how time spent studying and working affects college students' academic performance. The authors analyzed survey data from 264 business students at a public university. They found that contrary to popular belief, the amount of time spent studying or working had no direct influence on students' semester GPA. However, the results suggested that non-ability factors like motivation interact with ability and time spent studying to influence academic performance. Specifically, motivation had a stronger impact on the GPA of students who spent more time studying outside of class.
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental groups participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control groups did not. Pre- and post-tests were used to measure the students' academic achievement before and after the activities. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys', girls', and private girls' schools, but not in the private boys' school. The study concluded that co-curricular activities can positively impact academic achievement.
Attitude of medical students towards the reasons of absenteeism in a medical ...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
Research Proposal (The effect of extraculicullar activities)Ria Dwi Pratiwi
This document discusses extracurricular activities and their effect on student learning. It begins with background information on extracurricular activities, noting that they are conducted outside of regular school hours and can support student learning. The document then formulates the problem as examining the relationship between English debate extracurricular activities and class X student achievement in English subjects. It identifies the study's objectives as determining the impact of these extracurricular activities on student learning and their relationship to achievement. The study will focus on class X students at one particular high school.
This document outlines the objectives and methodology of a research study on student absenteeism. The study aimed to identify the key reasons for absenteeism by interviewing students, parents, teachers and administrators from several schools in Dhaka, Bangladesh. The researchers faced challenges in data collection due to political unrest, but were able to gather perspectives on absenteeism and recommendations to address it. The objectives were to understand reasons for truancy, examine stakeholder views, and identify solutions to reduce absenteeism rates in schools.
AERA16 - Environmental Factors in a Freshman Engineering Program - AbstractAli Anderson
This study analyzed cultural and environmental factors that influence freshman engineering student retention. A survey of 1,152 students who left the engineering program from 2007-2014 found the top reasons were that engineering majors did not match their interests (41%), academic difficulty (38%), and a lack of belief they could succeed in engineering (32%). However, 82% of exiting students had a GPA of 2.0 or higher. This suggests that academic performance was not the main factor in their decision to leave and that the culture and environment of the engineering program contributed significantly to attrition. The results provide insights that could help improve engineering culture and support systems to increase retention.
Extra Curricular Activites and Self-efficacyQuimm Lee
This document discusses a study that examined the relationship between student participation in extracurricular activities and perceived academic self-efficacy. The study hypothesized that students who participated in extracurricular activities would have higher academic self-efficacy scores than those who did not participate. The results found that academic self-efficacy scores were significantly higher for the group of students who participated in extracurricular activities, supporting the hypothesis.
This study examined the relationship between participation in extracurricular activities and academic performance among students enrolled in business programs at Hazara University. The study found that participation in athletics, community service, and watching television were associated with improved academic performance, while participation in musical activities was not. The survey results indicated that different extracurricular activities can have varying effects on students' grades and learning.
This study examined how time spent studying and working affects college students' academic performance. The authors analyzed survey data from 264 business students at a public university. They found that contrary to popular belief, the amount of time spent studying or working had no direct influence on students' semester GPA. However, the results suggested that non-ability factors like motivation interact with ability and time spent studying to influence academic performance. Specifically, motivation had a stronger impact on the GPA of students who spent more time studying outside of class.
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental groups participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control groups did not. Pre- and post-tests were used to measure the students' academic achievement before and after the activities. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys', girls', and private girls' schools, but not in the private boys' school. The study concluded that co-curricular activities can positively impact academic achievement.
Attitude of medical students towards the reasons of absenteeism in a medical ...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
Research Proposal (The effect of extraculicullar activities)Ria Dwi Pratiwi
This document discusses extracurricular activities and their effect on student learning. It begins with background information on extracurricular activities, noting that they are conducted outside of regular school hours and can support student learning. The document then formulates the problem as examining the relationship between English debate extracurricular activities and class X student achievement in English subjects. It identifies the study's objectives as determining the impact of these extracurricular activities on student learning and their relationship to achievement. The study will focus on class X students at one particular high school.
This document outlines the objectives and methodology of a research study on student absenteeism. The study aimed to identify the key reasons for absenteeism by interviewing students, parents, teachers and administrators from several schools in Dhaka, Bangladesh. The researchers faced challenges in data collection due to political unrest, but were able to gather perspectives on absenteeism and recommendations to address it. The objectives were to understand reasons for truancy, examine stakeholder views, and identify solutions to reduce absenteeism rates in schools.
AERA16 - Environmental Factors in a Freshman Engineering Program - AbstractAli Anderson
This study analyzed cultural and environmental factors that influence freshman engineering student retention. A survey of 1,152 students who left the engineering program from 2007-2014 found the top reasons were that engineering majors did not match their interests (41%), academic difficulty (38%), and a lack of belief they could succeed in engineering (32%). However, 82% of exiting students had a GPA of 2.0 or higher. This suggests that academic performance was not the main factor in their decision to leave and that the culture and environment of the engineering program contributed significantly to attrition. The results provide insights that could help improve engineering culture and support systems to increase retention.
Extra Curricular Activites and Self-efficacyQuimm Lee
This document discusses a study that examined the relationship between student participation in extracurricular activities and perceived academic self-efficacy. The study hypothesized that students who participated in extracurricular activities would have higher academic self-efficacy scores than those who did not participate. The results found that academic self-efficacy scores were significantly higher for the group of students who participated in extracurricular activities, supporting the hypothesis.
Evidence based practices for asd a review (2015)Jeane Araujo
This document summarizes a comprehensive review of evidence-based focused intervention practices for children and youth with autism spectrum disorder (ASD). The review identified 27 practices that met criteria for being evidence-based from 456 studies published between 1990 and 2011. Six new practices were identified that were not in the previous review, while one practice was removed. The implications for current practices and future research are discussed.
This doctoral dissertation defense document outlines Vincent Bridges' dissertation on evaluating the effectiveness of medical assistant programs at three Midwestern schools. The document includes an introduction, problem statements, literature review themes, research questions, methodology, and findings structure. Bridges evaluated how the programs meet stakeholder needs and what changes could better meet needs. Key findings included areas of enhanced critical thinking, phlebotomy practice, microbiology laboratory components, and expanded duties like panel management. Recommendations focused on enhancing curriculum based on stakeholder feedback.
This is a North Central University paper about analyzing emperimental research designs. It is written in APA format, includes references, and is graded an instructor.
This document summarizes a research study on factors affecting mathematics performance of high school students at Laguna State Polytechnic University in the 2009-2010 academic year. The study examines student-related factors like interest in mathematics, study habits, and teacher-related factors such as personality traits, teaching skills, and instructional materials. It provides background information on the importance of mathematics and reviews previous related studies. The research methodology, data collection instruments, and statistical analysis plan are also outlined.
COMPETENCY- BASED SCIENCE NAT - VI INTERVENTION PROGRAM: ACTION RESEARCHDeped Tagum City
This document outlines a study on a science competency-based intervention program for 6th grade students at Union Elementary School. It includes an introduction discussing the background and problem statement, as well as the objectives, scope, definitions, methodology, results and discussion, conclusion, and recommendations. The study aimed to investigate the effects of the intervention program on students' science test performance. Research showed that students achieved and exceeded the 75% baseline required by the Department of Education on test scores after the program. The intervention program was found to be effective regardless of students' age or gender.
Common behavioral problems in schools include talking out of turn, daydreaming, and playing with personal items. These behaviors disrupt teaching and learning. Teachers in one Philippine school reported nonattentiveness, talking out of turn, and overactivity as the most frequent problems. Guidance intervention and parental involvement are used to address issues. The document recommends listening to students, using open-ended questions, focusing on teaching proper behaviors, and following up to reinforce skills. Existing literature finds talking out of turn is a common issue cross-culturally and disruptive behaviors negatively impact academic achievement.
The effect of assessment model and cognitive style on the students’ achieveme...Alexander Decker
This study examined the effects of assessment model (written vs oral skills), cognitive style (field independent vs dependent), and their interaction on high school chemistry students' achievement, controlling for basic knowledge. The results showed that:
1) Students who were assessed via writing performed better than those assessed orally.
2) Students with field-independent cognitive styles performed better than those with field-dependent styles.
3) There was a significant interaction between assessment model and cognitive style affecting chemistry achievement.
11.the effectiveness of teaching physics through project method on academic a...Alexander Decker
This study examined the effectiveness of teaching physics through project method compared to traditional lecture method. 80 students were divided into experimental and control groups. The experimental group was taught using project method for 6 weeks, while the control used traditional lectures. Both groups took a pre-test and post-test on physics topics. Analysis showed the experimental group performed significantly better on the post-test overall and on domains of knowledge, comprehension, application, and skills. The results indicate that teaching physics through project method was more effective for student achievement than traditional lecture method.
The role of individual education plans (IEPs) in post-primary schools in the transition planning process into post-secondary education (PSE) for individuals with an autism spectrum disorder
EVALUATION OF FACTORS CAUSING ABSENTEEISM FROM LECTURES IN A MEDICAL COLLEGERifat Humayun
ABSTRACT
OBJECTIVE: To evaluate the factors causing absenteeism among
undergraduate medical students from lectures in a medical college.
METHODS: This cross-sectional study was conducted at Aziz Fatimah Medical
& Dental College, Faisalabad, Pakistan during the month of July and August
2017. The participants were the medical students of the three batches (third
year, fourth year and final year) of the college. There were 308 students, with
more than 50% attendance in the last semester. These students were also
attending clinical classes. They were asked to fill the Likert’s Scale based
questionnaire. This study was done to find out the factors which influence the
students not to attend the lectures in medical college.
RESULTS: Out of 308 medical students in three batches, a total of 267
completed the questionnaire; the response rate was 86.6%. Mean age was
21.14±3.4 years. There were 105 (39.3%) male and 162 (60.6%) female
students. The two most common reasons for not attending the lectures were
preference of self-studying over attending lectures (n=123, 46%) and poor
teaching style by lecturers (n=128, 47.9%).
CONCLUSION: This study proved that the problem of absenteeism is
increasing nowadays in medical students. There are multiple factors of
absenteeism including bad construction of the lectures and preferring self-study
over taking lectures.
KEY WORDS: Absenteeism (MeSH); Medical Students (MesH); Lectures
(MeSH); Likert Scale (MeSH); Self-study (Non-MeSH).
1. Monica Sadhwani conducted action research to strengthen VIII standard students' understanding of the human reproductive system.
2. Through pre-testing, she found that students struggled to label diagrams, draw the organs neatly, and recall the functions of each part.
3. She implemented a strategy using drawing, storytelling, and a YouTube video to engage the students. This included having them draw diagrams and learn a song about the reproductive system.
4. Post-testing found significant improvement in students' abilities to label diagrams correctly, draw the organs neatly, and score over 50% on questions about the system and its functions.
Does neuro-anatomy award/ prize impact on student performance in the first pr...lukeman Joseph Ade shittu
Concern has been expressed about the motivational impact of neuro-anatomy award/prize in determining the overall student performance in the final professional anatomy examinations by comparing it with the result outcome of a high stake examination like neuro-anatomy incourse examination using the concept of convergent validity. A total of 57 third year medical students with the records of their grades/scores (Mean ± SD) in the various assessments criteria, were analyzed. In this study, the neuro-incourse examination was consistently a high predictor (r = 0.80; P<0.01)><0.01>< 0.01 respectively). However, the neuro-incourse examination tests students’ performance in a relatively difficult module and was found to be consistently correlated and highest when compared with the overall professional examination as a result of student motivation.
Factors affecting student’s attendance in school.oralpptxBok Pinto-Toledo
This study aimed to identify factors affecting student attendance at public elementary schools in Banga, Philippines. 340 students from grades 2-6 were surveyed. The most common positive factor for attendance was the desire to learn basic skills like reading and writing. The most common negative factors were sickness, poverty preventing supplies like food, and domestic responsibilities interfering with school. 13 factors in total affected attendance, both positively and negatively. Identifying these factors could help create an academic development program to improve student attendance.
Investigating the effect of brain storming strategy in the world islamic scie...Alexander Decker
This document summarizes a study that investigated the effect of using brainstorming strategy on student achievement in the "Sport and Health" course at the World Islamic Sciences and Education University. The study involved 68 students divided into an experimental group that was taught using brainstorming strategy (34 students) and a control group taught using traditional methods (34 students). Results showed statistically significant differences in student achievement favoring the experimental group that used brainstorming strategy. The researcher concluded that brainstorming strategy improved student achievement and recommended training faculty to use this strategy, especially for teaching the "Sport and Health" course.
This document proposes a solution to reduce chronic absenteeism in schools through increased parent engagement using text messaging. The solution would involve:
1) Sending weekly text messages to parents with their child's attendance record, academic performance, and messages about the importance of attendance from administrators, teachers, and organizations.
2) Providing unlimited two-way texting between parents and teachers to build relationships and engage parents in their child's education.
3) Measuring results before and after implementation through a standardized tool to assess impact on chronic absenteeism.
The present study was conducted at Lucknow District in Uttar Pradesh. The purpose of this study is to document how being perform in extra-curricular activities can influence development in academics, social skills, and high school completion. In this paper we study the possible influence of extracurricular activities on student’s performance of eighth-and ninth graders. 120 students of age group between 13 to 16 years comprised the sample of the study. Self-made questionnaire for school students were administered. Data was analyzed in term of percentage and t-test analysis. The statistical analysis revealed that all the 6 types of extracurricular activities, viz. Yoga, Horse riding, Sport activities, Dance, Music and Indoor and outdoor activities together showed significant role in some extracurricular activities and Student’s performance of Government and Private School. Students who participate in extracurricular activities generally benefit from the many opportunities afforded them. Benefits of participating in extracurricular activities included having better grades, having higher standardized test scores and higher educational attainment, attending school more regularly, and having higher a higher self-concept. Those who participate in out-of-school activities often have higher grade point averages, a decrease in absenteeism, and an increased connectedness to the school. Finally, we discuss the possible influence of extracurricular activities on student’s performance and whether such participation is advisable.
Project Based Learning Tools Development on Salt Hydrolysis Materials through...iosrjce
The application of the Project Based Learning in order to compromise the student's centered
learning, because the students are fully engaged in the learning process, from planning to investigative
reporting. The main purpose of this research is to produce the valid and effective Project Based Learning,
included: syllabus, lesson plans, module, project worksheets, evaluation instruments, and research instruments.
The subject of the research is two classes of the eleventh year student of science program in SMA N 1
Pemalang. The research applied 4-D models of Thiagarajan, Semmel and Semmel. The 4-D models. Researcher
has tested the validity and the effectiveness. Developed a learning device called valid if it has been through a
process of expert validation. The device developed effective learning, average scores and the pretest results
posttest then to determine the level of significance of the increase is in the pretest results - posttest t test with
results of 69.07. Observations attitude Data showed an average student with a good attitude to have. The results
of the questionnaire showed no positive response from students so that it can be concluded that the development
of project-based learning through a scientific approach is valid and effective.
This document discusses different types of educational research classified by purpose and method. It describes four main types: historical research, descriptive research, quasi-experimental research, and qualitative research. Historical research uses historical sources and techniques to understand present problems in light of past experiences. Descriptive research describes present conditions through surveys to identify issues and trends. Quasi-experimental research tests educational aims and policies under controlled conditions. Qualitative research focuses on understanding human behaviors and experiences through methods like interviews.
This study investigated students' attitudes towards the three categories of questions in the WAEC practical chemistry examination: theory of practicals, qualitative analysis, and quantitative analysis. A questionnaire was administered to 50 secondary school chemistry students. ANOVA analysis revealed a significant difference in student attitudes towards the three categories. Post-hoc analysis showed students had the most positive attitude towards theory of practicals, followed by qualitative analysis, with quantitative analysis having the least positive attitude. The study aims to help improve student performance in practical chemistry by identifying areas of weaker attitude to target for encouragement and motivation.
EDUC 8102-6 - MD7Assgn5: Research Application Paper #2. eckchela
The document summarizes two research articles. The first article by Fetherston and Kelly used grounded theory to evaluate the effectiveness of a conflict resolution course. It found the revised course better prepared students for careers through transformative learning. The second article by Hsia and Spruijt-Metz used a correlation design to determine relationships between smoking habits and meanings for Asian-American students. It found gender-related relationships and proposed gender-specific smoking prevention programs.
This document summarizes a study on the effectiveness of In-School Suspension (ISS) in reducing negative student behaviors. The study examined 6th-8th grade students at a rural middle school who had been assigned ISS during the 2014-2015 school year. Based on the results, ISS in its current form was found to not be an effective method for reducing negative behaviors or recidivism. An overwhelming majority of students receiving ISS were found to be male 7th grade students in regular education, indicating certain groups were disproportionately impacted. The study provides insight into one of the most commonly used forms of school discipline and questions its effectiveness.
Evidence based practices for asd a review (2015)Jeane Araujo
This document summarizes a comprehensive review of evidence-based focused intervention practices for children and youth with autism spectrum disorder (ASD). The review identified 27 practices that met criteria for being evidence-based from 456 studies published between 1990 and 2011. Six new practices were identified that were not in the previous review, while one practice was removed. The implications for current practices and future research are discussed.
This doctoral dissertation defense document outlines Vincent Bridges' dissertation on evaluating the effectiveness of medical assistant programs at three Midwestern schools. The document includes an introduction, problem statements, literature review themes, research questions, methodology, and findings structure. Bridges evaluated how the programs meet stakeholder needs and what changes could better meet needs. Key findings included areas of enhanced critical thinking, phlebotomy practice, microbiology laboratory components, and expanded duties like panel management. Recommendations focused on enhancing curriculum based on stakeholder feedback.
This is a North Central University paper about analyzing emperimental research designs. It is written in APA format, includes references, and is graded an instructor.
This document summarizes a research study on factors affecting mathematics performance of high school students at Laguna State Polytechnic University in the 2009-2010 academic year. The study examines student-related factors like interest in mathematics, study habits, and teacher-related factors such as personality traits, teaching skills, and instructional materials. It provides background information on the importance of mathematics and reviews previous related studies. The research methodology, data collection instruments, and statistical analysis plan are also outlined.
COMPETENCY- BASED SCIENCE NAT - VI INTERVENTION PROGRAM: ACTION RESEARCHDeped Tagum City
This document outlines a study on a science competency-based intervention program for 6th grade students at Union Elementary School. It includes an introduction discussing the background and problem statement, as well as the objectives, scope, definitions, methodology, results and discussion, conclusion, and recommendations. The study aimed to investigate the effects of the intervention program on students' science test performance. Research showed that students achieved and exceeded the 75% baseline required by the Department of Education on test scores after the program. The intervention program was found to be effective regardless of students' age or gender.
Common behavioral problems in schools include talking out of turn, daydreaming, and playing with personal items. These behaviors disrupt teaching and learning. Teachers in one Philippine school reported nonattentiveness, talking out of turn, and overactivity as the most frequent problems. Guidance intervention and parental involvement are used to address issues. The document recommends listening to students, using open-ended questions, focusing on teaching proper behaviors, and following up to reinforce skills. Existing literature finds talking out of turn is a common issue cross-culturally and disruptive behaviors negatively impact academic achievement.
The effect of assessment model and cognitive style on the students’ achieveme...Alexander Decker
This study examined the effects of assessment model (written vs oral skills), cognitive style (field independent vs dependent), and their interaction on high school chemistry students' achievement, controlling for basic knowledge. The results showed that:
1) Students who were assessed via writing performed better than those assessed orally.
2) Students with field-independent cognitive styles performed better than those with field-dependent styles.
3) There was a significant interaction between assessment model and cognitive style affecting chemistry achievement.
11.the effectiveness of teaching physics through project method on academic a...Alexander Decker
This study examined the effectiveness of teaching physics through project method compared to traditional lecture method. 80 students were divided into experimental and control groups. The experimental group was taught using project method for 6 weeks, while the control used traditional lectures. Both groups took a pre-test and post-test on physics topics. Analysis showed the experimental group performed significantly better on the post-test overall and on domains of knowledge, comprehension, application, and skills. The results indicate that teaching physics through project method was more effective for student achievement than traditional lecture method.
The role of individual education plans (IEPs) in post-primary schools in the transition planning process into post-secondary education (PSE) for individuals with an autism spectrum disorder
EVALUATION OF FACTORS CAUSING ABSENTEEISM FROM LECTURES IN A MEDICAL COLLEGERifat Humayun
ABSTRACT
OBJECTIVE: To evaluate the factors causing absenteeism among
undergraduate medical students from lectures in a medical college.
METHODS: This cross-sectional study was conducted at Aziz Fatimah Medical
& Dental College, Faisalabad, Pakistan during the month of July and August
2017. The participants were the medical students of the three batches (third
year, fourth year and final year) of the college. There were 308 students, with
more than 50% attendance in the last semester. These students were also
attending clinical classes. They were asked to fill the Likert’s Scale based
questionnaire. This study was done to find out the factors which influence the
students not to attend the lectures in medical college.
RESULTS: Out of 308 medical students in three batches, a total of 267
completed the questionnaire; the response rate was 86.6%. Mean age was
21.14±3.4 years. There were 105 (39.3%) male and 162 (60.6%) female
students. The two most common reasons for not attending the lectures were
preference of self-studying over attending lectures (n=123, 46%) and poor
teaching style by lecturers (n=128, 47.9%).
CONCLUSION: This study proved that the problem of absenteeism is
increasing nowadays in medical students. There are multiple factors of
absenteeism including bad construction of the lectures and preferring self-study
over taking lectures.
KEY WORDS: Absenteeism (MeSH); Medical Students (MesH); Lectures
(MeSH); Likert Scale (MeSH); Self-study (Non-MeSH).
1. Monica Sadhwani conducted action research to strengthen VIII standard students' understanding of the human reproductive system.
2. Through pre-testing, she found that students struggled to label diagrams, draw the organs neatly, and recall the functions of each part.
3. She implemented a strategy using drawing, storytelling, and a YouTube video to engage the students. This included having them draw diagrams and learn a song about the reproductive system.
4. Post-testing found significant improvement in students' abilities to label diagrams correctly, draw the organs neatly, and score over 50% on questions about the system and its functions.
Does neuro-anatomy award/ prize impact on student performance in the first pr...lukeman Joseph Ade shittu
Concern has been expressed about the motivational impact of neuro-anatomy award/prize in determining the overall student performance in the final professional anatomy examinations by comparing it with the result outcome of a high stake examination like neuro-anatomy incourse examination using the concept of convergent validity. A total of 57 third year medical students with the records of their grades/scores (Mean ± SD) in the various assessments criteria, were analyzed. In this study, the neuro-incourse examination was consistently a high predictor (r = 0.80; P<0.01)><0.01>< 0.01 respectively). However, the neuro-incourse examination tests students’ performance in a relatively difficult module and was found to be consistently correlated and highest when compared with the overall professional examination as a result of student motivation.
Factors affecting student’s attendance in school.oralpptxBok Pinto-Toledo
This study aimed to identify factors affecting student attendance at public elementary schools in Banga, Philippines. 340 students from grades 2-6 were surveyed. The most common positive factor for attendance was the desire to learn basic skills like reading and writing. The most common negative factors were sickness, poverty preventing supplies like food, and domestic responsibilities interfering with school. 13 factors in total affected attendance, both positively and negatively. Identifying these factors could help create an academic development program to improve student attendance.
Investigating the effect of brain storming strategy in the world islamic scie...Alexander Decker
This document summarizes a study that investigated the effect of using brainstorming strategy on student achievement in the "Sport and Health" course at the World Islamic Sciences and Education University. The study involved 68 students divided into an experimental group that was taught using brainstorming strategy (34 students) and a control group taught using traditional methods (34 students). Results showed statistically significant differences in student achievement favoring the experimental group that used brainstorming strategy. The researcher concluded that brainstorming strategy improved student achievement and recommended training faculty to use this strategy, especially for teaching the "Sport and Health" course.
This document proposes a solution to reduce chronic absenteeism in schools through increased parent engagement using text messaging. The solution would involve:
1) Sending weekly text messages to parents with their child's attendance record, academic performance, and messages about the importance of attendance from administrators, teachers, and organizations.
2) Providing unlimited two-way texting between parents and teachers to build relationships and engage parents in their child's education.
3) Measuring results before and after implementation through a standardized tool to assess impact on chronic absenteeism.
The present study was conducted at Lucknow District in Uttar Pradesh. The purpose of this study is to document how being perform in extra-curricular activities can influence development in academics, social skills, and high school completion. In this paper we study the possible influence of extracurricular activities on student’s performance of eighth-and ninth graders. 120 students of age group between 13 to 16 years comprised the sample of the study. Self-made questionnaire for school students were administered. Data was analyzed in term of percentage and t-test analysis. The statistical analysis revealed that all the 6 types of extracurricular activities, viz. Yoga, Horse riding, Sport activities, Dance, Music and Indoor and outdoor activities together showed significant role in some extracurricular activities and Student’s performance of Government and Private School. Students who participate in extracurricular activities generally benefit from the many opportunities afforded them. Benefits of participating in extracurricular activities included having better grades, having higher standardized test scores and higher educational attainment, attending school more regularly, and having higher a higher self-concept. Those who participate in out-of-school activities often have higher grade point averages, a decrease in absenteeism, and an increased connectedness to the school. Finally, we discuss the possible influence of extracurricular activities on student’s performance and whether such participation is advisable.
Project Based Learning Tools Development on Salt Hydrolysis Materials through...iosrjce
The application of the Project Based Learning in order to compromise the student's centered
learning, because the students are fully engaged in the learning process, from planning to investigative
reporting. The main purpose of this research is to produce the valid and effective Project Based Learning,
included: syllabus, lesson plans, module, project worksheets, evaluation instruments, and research instruments.
The subject of the research is two classes of the eleventh year student of science program in SMA N 1
Pemalang. The research applied 4-D models of Thiagarajan, Semmel and Semmel. The 4-D models. Researcher
has tested the validity and the effectiveness. Developed a learning device called valid if it has been through a
process of expert validation. The device developed effective learning, average scores and the pretest results
posttest then to determine the level of significance of the increase is in the pretest results - posttest t test with
results of 69.07. Observations attitude Data showed an average student with a good attitude to have. The results
of the questionnaire showed no positive response from students so that it can be concluded that the development
of project-based learning through a scientific approach is valid and effective.
This document discusses different types of educational research classified by purpose and method. It describes four main types: historical research, descriptive research, quasi-experimental research, and qualitative research. Historical research uses historical sources and techniques to understand present problems in light of past experiences. Descriptive research describes present conditions through surveys to identify issues and trends. Quasi-experimental research tests educational aims and policies under controlled conditions. Qualitative research focuses on understanding human behaviors and experiences through methods like interviews.
This study investigated students' attitudes towards the three categories of questions in the WAEC practical chemistry examination: theory of practicals, qualitative analysis, and quantitative analysis. A questionnaire was administered to 50 secondary school chemistry students. ANOVA analysis revealed a significant difference in student attitudes towards the three categories. Post-hoc analysis showed students had the most positive attitude towards theory of practicals, followed by qualitative analysis, with quantitative analysis having the least positive attitude. The study aims to help improve student performance in practical chemistry by identifying areas of weaker attitude to target for encouragement and motivation.
EDUC 8102-6 - MD7Assgn5: Research Application Paper #2. eckchela
The document summarizes two research articles. The first article by Fetherston and Kelly used grounded theory to evaluate the effectiveness of a conflict resolution course. It found the revised course better prepared students for careers through transformative learning. The second article by Hsia and Spruijt-Metz used a correlation design to determine relationships between smoking habits and meanings for Asian-American students. It found gender-related relationships and proposed gender-specific smoking prevention programs.
This document summarizes a study on the effectiveness of In-School Suspension (ISS) in reducing negative student behaviors. The study examined 6th-8th grade students at a rural middle school who had been assigned ISS during the 2014-2015 school year. Based on the results, ISS in its current form was found to not be an effective method for reducing negative behaviors or recidivism. An overwhelming majority of students receiving ISS were found to be male 7th grade students in regular education, indicating certain groups were disproportionately impacted. The study provides insight into one of the most commonly used forms of school discipline and questions its effectiveness.
The dissertation oral defense summarizes a study exploring student perceptions of support services at a college. Key findings from focus groups with 15 students included two overarching themes: a supportive campus environment and positive student-faculty interactions. Barriers like stigma, lack of awareness and time constraints hindered service use. Students recommended improved outreach and visibility of services. The defense proposed additional research with specific student groups to further enhance support.
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A review of factors associated with student’s lateness bahavior and dealing strategies
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.2, 2014
1
A review of Factors Associated with Student’s Lateness Behavior
and Dealing Strategies
Marwan Zaid Bataineh
Department of Psychology, College of Education, King Saud University, P.O. BOX 2458, Riyadh 11451, Saudi
Arabia * E-mail of the corresponding author marwanksu@yahoo.com
Abstract
This study aimed to systematically review studies that investigate factors associated with students lateness
behavior and dealing strategies. There were at least 24 papers and reports reviewed regarding lateness behavior.
The related journal papers and reports on factor associated with students lateness behavior and dealing strategies
were downloaded with cut off limit from 1991 to 2013. The papers and reports were then analyzed and organized
according to the definitions of lateness and various factors associated with students lateness behavior and dealing
strategies. However, the finding of this study indicate that there were conclusive evidence from the reviewed
literature regarding students lateness behavior, yet the number of articles supporting it was small. Finally,
conclusion of the study indicate tha dealing with disruptive behavior in the classroom is one of the most
challenging aspects of being a professor and the study recommended further investigations and analysis could be
beneficial to obtain a complete vision of patterns of lateness behavior and coping strategies for the student.
Keywords: systematically review, lateness behavior, dealing strategies.
1. Introduction
Time is like a sword. If you did not cut it, it will cut you. Basically, human beings are the most difficult to
manage.However, some students are late to class on a regular basis, and students are probably displaying a sort
of defiance or impedance. Thus, students are proper to rationalize excuse, such as, traffic jam, perents care or
job responsibilities that prevent them being punctual attending the class. However, when students come to class
late, it can confuse the flowing of a lecture or discussion, distract other students, and disturb learning teaching
process. Moreover, lateness can become frequent and infect other students. however, (Schneider, 1998) reported
that the reality of classroom life may be very different. All faculty are confronted with students who engage in
behaviors that are disruptive to the educational process. Students may be late for class, leave early, talk
inappropriately, or sleep during class.
However, the student attendance policy has been developed as a role of the university’s commitment to provide a
supportive learning environment which authorize all students who have selected to study with the university to
fulfill their absolute potential. ETC’s (2009) reported that the attendance and punctuality policy clearly states
that “regular and punctual attendance is of paramount importance in ensuring that all students have full access to
the curriculum. Valuable learning time is lost when students are absent or late”. Therefore, University’s expects
students to attend all learning and teaching sessions. Thus, students should come on time for classes. Late arrival
students are disruptive and inequitable to other class members. Basically, there are a number of hidden reasons
that students arrive to class late, which causes the source of the problem. Nontheless, instructors are responeable
to establish appropriate dealing strategies to uproot such behavior.
Santillano (2010) reported that psychological theorists considered some “personality traits, including low self-
esteem and anxiety” as triggering factors of lateness. However, some theorists considered lateness as an “inborn
quality” since our being early or late is “partially biologically determined”, which she also agreed, other experts
also believed that some people are “chronically tardy” for the reason that they consciously and unconsciously get
good things from it.
Study by Pimentel and Quijada (2011) Cited in Bilocura (2012) focused on the frequency of use by the UP Cebu
freshmen students of Facebook and a part of the study tackled about the effect of the famous social networking
site to UP Cebu students’ punctuality and academic performance. They asked the (60) respondent about their use
of Facebook and its effects. A certain question asked the respondents if late-night use of Facebook has an effect
on their punctuality. However, results of the study revealed that, three out of 60 respondents are always late,
eight said they are sometimes late, 12 said they are seldom late and 37 said that they never get late due to late-
night use of Facebook.
Another study by Kaye-Tierney (2009) examined chronic student lateness within a suburban middle school
context in Northeastern United States via an ethnographic exploration of the frequently-late student, the
attendance office, and school staff.. The research design was that of a bounded case study using a grounded
theory approach. The data include observations in the attendance office, semi-structured interviews with fourteen
chronically-late students, seven staff members, and archival data, collected over the course of two academic
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.2, 2014
2
years, 2005 through 2007, to ensure that the "lateness" data were not restricted to a single year in the life of the
school. The students, dubbed "Frequent Flyers", were chosen based on their chronic lateness to school, observed
behavior, as well as their willingness [including that of their parents] to be interviewed. Staff were chosen based
upon their level of involvement with student lateness and their willingness to be interviewed. A major overall
finding was that the structure and function of this particular middle school relating to issues of lateness actually
facilitates persistent and chronic lateness on the part of a specific population of students. Results highlight the
importance of tracking lateness over the students' academic progression and using the data monthly, quarterly,
and annually to create systems that would motivate students to be on time to school.
Therefore, students lateness behavior considered an educational problem and epidemic disease spread and infect
other students, and lead to delayed follow-up curriculum and become chronic among students. As we know there
are a number of possible reasons causes arrive students to come to class late. Thus, this study comes to determine
the roots of the problem and understand the causes, which helps officials, administrators and faculty members to
develop appropriate strategies to deal with such behavior seriously and not condoned access, to establish
controlled and organized learning environment.
Finaly, this study aimed to systematically review the literature on factors associated with students lateness
behavior and dealing strategies. Firstly, reviewed on the definitions of lateness. lastly, recommendations for
future studies.
2. Material and Methods
2.1. Material
There were at least 24 papers and reports reviewed on factors associated with students lateness bahavior and
dealing strategies, to idintify the levels of factors that influance students attendance and for instrutors to make
every effort to provide the best educational environment for all students.
2.2. Procedure
The researcher downloaded papers and reports using King Saud University subscribed data based. Ebscohost
were among the frequently used. In addition, Google search was also employed. The related papers and reports
on factors associated with students lateness bahavior and dealing strategies downloaded with cut off limit from
1991 to 2013 only. The researcher go through those papers and reports to find out the factors caused lateness
behavior. However, most of the papers and reports were (university reports, online reports, online book chapters,
Doctoral Dissertation, MA thesis and review papers) regarding lateness behavior and dealing strategies.
Therefore, the researcher analyized and organized those papers and reports in the form of: introduction about
lateness behavior and what studies has been done before, the definition of lateness, the most important factors
causes lateness behavior, the most comnon strategies that instructor’s and administrators used to control late
students, conclusion of the negative reflection of lateness behavior on learning environment (miss the
information, students performance, instructor’s discussion), and future recommendations for further
investigations to obtain a complete vision of patterns of lateness behavior and coping strategies for the student.
At last, the downloaded papers and reports were then summarized and organized in the following sections as
mentioned above.
3. Result
First, the downloaded papers and reports were analyzed on definition of lateness. Second, they were on various
factor associated with students lateness behavior, third on dealing strategies. Finally, conclusion and
recommendation for future research have been discussed.
3.1 Definition of Lateness
Lateness is a form of disruptive behaviour. Lateness disrupts the rhythm of the class lecture, and also distracts
other students who may be paying attention to the lecture. Literally, the term “lateness” implies a situation where
an individual arrives after the proper, scheduled or usual time (Oxford Advanced Learners’ Dictionary, 5th ed.,
1995). Furthermore, Lauby (2009) puts it as a term used to describe “people not showing up on time”. Breeze et
al. (2010) contributed by saying that, lateness is synonymous with “tardiness”, which implies being slow to act
or slow to respond, thus not meeting up with proper or usual timing. It is obvious therefore that, lateness could
be seen as a system of network breakdown (Peretomode, 1991), a situation of not meeting up with programme, a
function of tim, time is the criteria and determinant of lateness.
3.2 Factor Causes Lateness
Based on the review of the existing lateness behavior literature, the researcher addressed the following specific
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.2, 2014
3
factors associated with students lateness behavior.
1. Poor organization
is the most common reason for lateness. Students wait until the last minute, and then do not allow themselves
enough time to travel.
2. Going late to bed
The individual involved in watching films and home videos may till late night, this could result in waking up
late, as could be deduced from the literal meaning of the saying “early to bed early to rise” (Nakpodia &
Dafiaghor, 2011)
3. Family background
The habit of lateness could be learned from family members. For instance, the person who sees the father always
going late to work could also either learn the habit, thus go to lecture late also. This is supported by Peretomode
(2001) and Egbule (2004), when they elaborated the concept of nature-nature as it affects an individual’s habits.
Moreover, it could be due to lack of parental supervision, domestic violence, poverty, and differing attitudes
toward education (U.S. Department of Justice, 2001).
4. Cultural background
Different cultures have different standards concerning lateness. However, punctuality is not really a serious
matter for some cultures, compared with how punctuality is being perceived in western cultures and developed
countries (Breeze et al., 2010).
5. College factors
These include college climate issues, such as class size and attitudes of lecturers, other students, and
administrators and inflexibility in meeting the diverse cultural and learning styles of the students. (U.S.
Department of Justice, 2001).
6. Illnesses
In general, College students have poorly taking care of their health and may exposed to variety source of mental
illnesses, for instance, depression and schizophrenia (Kuhlenschmidt and Layne, 1999).
7. There is no consequence of being late
The consequences associated with a behavior help in determine whether or not that behavior will be repeated. If
the consequences are negative, the behavior is less likely to reoccur. This applies to coming late to class. If
instructors neglect to react to or penalize lateness, or do so inconsistently, the behavior is likely to be continued
(Eberly Center for Teaching Excellence, ECTE, n.d).
8. Fatigue
It is common to university students to experiences different kind of academic stressor. As time pressures
increase. Students may be working multiple jobs or night shifts in addition to studying. For some, “pulling an
all-nighter” is almost a rite of passage, with attendant potential loss of alertness and interpersonal sensitivity
(American Psychiatric Association, 1994).
9. Emotional Challenges
Several psychological and emotional conditions can undermine students’ motivation to get to class on time.
Indeed, a hallmark symptom of conditions such as depression includes a decreased motivation to engage in
normal daily activities. In addition, prescription medications can interfere with motivation and may disrupt sleep
patterns, which may indirectly affect students’ ability to get to class in a timely manner (Kuhlenschmidt and
Layne, 1999).
10. challenge the instructor’s authority
In some cases, students come to class late to test the instructor or challenge his or her authority. for example, if
the instructor is timid or does not seem in command of the class or the material. Some students may also seek to
challenge the authority of particular categories of instructors, such as instructors who are young, female,
minority, or non-English speakers (ECTE, n.d).
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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.2, 2014
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11. Economic influences
These include high mobility rates, poverty, employed students, single-parent homes, parents who hold multiple
jobs, and a lack of affordable transportation for their family members (U.S. Department of Justice, 2001).
12. Maturity
College students still have much to learn about taking on adult responsibilities and balancing requirements.
Under stress, some students are likely to revert to child like ways of coping. (Kuhlenschmidt and Layne, 1999).
13. Routine
In general, too much routine produces boredom. As instructor you can avoid routine by using some instructional
methods during a class session and across a semester (Kuhlenschmidt and Layne, 1999).
14. Beginning of class not important
Students do not realize that the first minutes of class are important, since this is when instructors share important
administrative information, present the day’s agenda, frame the content of the lecture or discussion (ECTE, n.d).
15. logistical reasons
student may find it difficult to make it to class on time because of the physical distance between classes (ECTE,
n.d).
16. Students’ expectations about the instructor’s
some instructors are bothered if students arrive the class a few minutes late; others are not. There is also a wide
variation in departmental cultures, some of which may tolerate lateness more than others. Because of this
variability, students’ expectations regarding being on time may be substantially different from those of a
particular instructor. Moreover, students may have an incorrect set of expectations regarding lateness in certain
kinds of courses, such as courses that meet in the evening, are large, meet for 3 to 4 hours or more, or have
relatively informal formats (e.g., studios, labs) (ECTE, n.d).
17. Student variables
College students, lack of social skills, mental health problems, lack of understanding of attendance laws and poor
physical health (U.S. Department of Justice, 2001).
18. Instructors late
Instructors who arrive late to classes set a bad example for their students. When students see their instructor
come to class late, they may think that it is entirely okay to be tardy (Coleman, 2013).
3.3 Dealing Strategies with lateness behavior
Based on the review of the existing lateness behavior literature. There are some general dealing strategies
reviewd which can be used to improve students lateness behavior.
1. Provide full information in course syllabus and policies regarding class attendance and tardiness (Office of
Student Development at Appalachian State University OSDASU, 2006).
2. If you have noticed problems with classes in the past (for example, students who repeatedly are late for an
early morning class), present the current class with a list of the issues and “negotiate” a consensus on how these
issues will be dealt with this time (OSDASU, 2006).
3. Ask yourself if you have done anything to contribute to the issue, Talk with colleagues about similar situations
and how they handled them (Downs, 1992).
4. Deal with any significant issues of disruption in private (your office with the door open). Dealing with an
issue in front of others can cause both the students and the instructor to be affected (Center for Teaching,
Learning, & Faculty Development at Ferris State University, 2010).
5. Put yourself in the student’s shoes and try to see what is the motivation behind this disruption issue (Center for
Teaching, Learning, & Faculty Development at Ferris State University, 2010).
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6. If the student reject to respond, indicate that you will enlist the assist of others to stop the behavior and that the
behavior is subjected to disciplinary proceedings of the university. (Action of the university faculty counsil,
2005)
7. Document disruptive behavior for possible future reference. Include name of student, date and time of
incident, describe incident in behavioral terms, and use documentation where possible. (Counseling Services at
the University of Missouri at St. Louis, n.d).
8. Deal with the disruptive behavior immediately, and ask the student to stop the conduct to talk to you after
class or during office hours. (Counseling and Student Development Center at James Madison University, 2009).
9. Be a role model for the behavior you require of your students and always begin and end classes on time.
(Eileen, 1994).
10. Take attendance and use the first 15 minutes of class for the most important announcements to discourages
student lateness behavior (Eileen, 1994).
11. Discuss with students how to resolve the situation. Explain to the student your expectations for behavior in
the future and the possible consequences that may be incurred including forwarding the case to the University
Conduct Officer. Also ask how they would handle the situation if they were the instructor (Office of Citizenship
and Community Standards at Truman State University, 2003).
12. Speak to the latenesses student after class. Share what you see and encourage the student to share his or her
perspective. Try to use the disruption positively; validate it and use it for content (Eileen, 1994).
13. Place a sign on the classroom door that says “class in progress”. Allow the late students to understand that
the class is in progress, and that they should be quiet when entering the class, to avoid disturbance the class.
14. Instructor’s can prevent late student’s from entering the class, and they should wait for a convenient break to
enter the class.
15. Instructor can forward the late students to the psychological unit for assistance and control the behavior,
which also help to activate the work of psychological unit in the college to amend such negative behaviors that
affect the learning process.
16. Instructors can integrate the lateness policy along with attendance policy and counts two late arrivals as one
absence (ECET, n.d).
4. Conclusion
Lateness among students has negative reflection due to affecting other students. However, late students coming
to class distract the rest students and disrupts the flow of the instuctor’s discussion. Definitely, understanding the
variety of causes that could contribute to disruptive behavior in the classroom can help professors to select the
most appropriate solution . Lateness among students is persistent and important issue and it is one of the most
challenging aspects as a professor to deal with such behavior in the classroom.
In addition to, Instructors can be more realistic and effective in selecting coping strategies with students lateness
behavior to identify the available referral resources and institutional policies concerning lateness behavior.
Basically, to create a constructive classroom enviroment, instructors need to consider their own behavior as well
as that of their students. Moreover, the first class give perfect opportunity for instructors to communicate the
expectations for classroom agreement, such as arriving and departure time. One more things, instructors should
make sure that policy and consequences for lateness have exceptions and seeking feedback from students before
they act to handle students lateness behavior.
Moreover, lateness could affect students performance and lead to low grade averages. Weade (2004) reported
that students with better attendance and punctuality have higher grade point averages. While students with poor
attendance and punctuality have lower grade point averages.
Eventually, lateness has both intellectual and social costs. Where it, interrupt the instuctor’s thought and affect
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the learning process. When students come to class late they miss the important information and they distract
other students to miss it too. Nakpodia and Dafiaghor (2011) reported that lateness or tardiness is not just the
problem of the late student, but it affects the surrounding people. A student coming late in class distracts the rest
of the students and disrupts the flow of the teacher’s discussion.
5. Recommendations
Further investigations and analysis could be beneficial to obtain a complete vision of patterns of lateness
behavior and coping strategies for the student. In addition to, universites and collegs should monitoring and
recording students attendance and maintain the guideline attendance policy annually. On the other hand, college
may invite the students to discuss and seek explanation for their unsatisfactory attendance to be improved and
any support that may be required. One more things, educational institutions should developed a firm, well-
established policy that handling late students, and should imposition of sanctions and penalties for late students.
Further more, it is substantial for officials, administrators and instructors as essential part of this problem to
recognize and display solutions to this disturbing problem that could drive the students’ drop-out, knowing that
lateness could be reduced by providing available clear and firm attendance guidelines for students; free
education counselling and discipline among students and monitor factors could responsible of prevent a student
from attending class regularly.
Acknowledgement
I would like to thank and appreciate the research center in faculty of education at King Saud University for
supporting this research paper.
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