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This study summarizes a quantitative study on bullying among senior high school students and its effect on academic performance. The study found that 95% of students reported being bullied, and 82% said it caused difficulties in coping and concentrating in class. Most students said bullying affected their grades, attendance, and confidence. The study concluded that bullying significantly impacts academic performance. It recommended anti-bullying strategies and support for students, parents, teachers, and community.
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Copy of GROUP 4 (ppt).pptx the ppt repor
This tyoe of document is a ppt report we present before, and this is also part of our lesson and i hope you can learn form it's okay to you anymore and I'm sure you can go to the store and get the rest day guro ako kato lang sa sunod lang thrn you want to go to your house and you can you talk now your here and there will be no one else has a lot of the day i married to you anymore I mean you can get well soon ing oeo sir I will be here for 3
Mohammed Talib Abed
Bullying is a worldwide issue that can be seen in any school; it is not limited to one type of
public, private, primary or secondary, urban or rural institution and, as a result, brings anxiety, decreased
school absenteeism, academic school performance, and can even contribute to the suicide of bullying victims.
Michael, There are two major flaws here, the first being that your
Michael, There are two major flaws here, the first being that your survey is both a quantitative survey and a qualitative questionnaire. You must stick with the quantitative survey as this is a mixed-methods study, therefore, you need an entire approach to be quantitative, which the survey is fully there. Please re-phrase those questions and provide participants with Likert choices. Second, you must provide a citation in all question explanations. The Focus-Group questions need citations AND the procedures for that approach need to be fully explained. Please make sure you do this for both aspects prior to submitting your paper in EDUC887. God bless, Dr. Van Dam
1
Recommendations for Solving Low Rates of College Readiness at James Monroe
High School, West Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 880
Author Note:
Michael Whitener
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: [email protected]
Chapter 1: Introduction
Overview
The purpose of this study was to provide Recommendations for Solving Low Rates of College Readiness at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). This chapter of the report presents the Organizational Profile, an Introduction to the Problem, the Significance of the Research, the Purpose Statement, the Central Research Question, and the Definitions for this research. Comment by Van Dam, Drew (Doctor of Education): APA errors - capitalization
Organizational Profile
The education site for this study was James Monroe High School in West Virginia. Its mission is to educate its student population with a rigorous, multifaceted curriculum that empowers students to express personal histories, build meaningful connections to the outside world, and become lifelong learners. Its vision is to motivate every student to achieve academic and personal success through a dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County and serves students from various backgrounds (white, black, low-income). It has 524 students from the 9th to 12th grade, ranking it the 76th in West Virginia and 10416th nationally (James Monroe high school, n.d).
Introduction to the problem
The problem at the school was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). College readiness indicators at the school include placement tests and GPA, among others. States can establish school-specific standards to measure college readiness rates (Leeds & Mokher, 2019). The total minority enrollment is 3%, and in terms of National Rankings, it is ranked at 9379 according to how we ...
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Peer Attachment and Intention of Aggressive Behavior among School Children
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
Recommended
Copy of GROUP 4 (ppt).pptx the ppt repor
This tyoe of document is a ppt report we present before, and this is also part of our lesson and i hope you can learn form it's okay to you anymore and I'm sure you can go to the store and get the rest day guro ako kato lang sa sunod lang thrn you want to go to your house and you can you talk now your here and there will be no one else has a lot of the day i married to you anymore I mean you can get well soon ing oeo sir I will be here for 3
Mohammed Talib Abed
Bullying is a worldwide issue that can be seen in any school; it is not limited to one type of
public, private, primary or secondary, urban or rural institution and, as a result, brings anxiety, decreased
school absenteeism, academic school performance, and can even contribute to the suicide of bullying victims.
Michael, There are two major flaws here, the first being that your
Michael, There are two major flaws here, the first being that your survey is both a quantitative survey and a qualitative questionnaire. You must stick with the quantitative survey as this is a mixed-methods study, therefore, you need an entire approach to be quantitative, which the survey is fully there. Please re-phrase those questions and provide participants with Likert choices. Second, you must provide a citation in all question explanations. The Focus-Group questions need citations AND the procedures for that approach need to be fully explained. Please make sure you do this for both aspects prior to submitting your paper in EDUC887. God bless, Dr. Van Dam
1
Recommendations for Solving Low Rates of College Readiness at James Monroe
High School, West Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 880
Author Note:
Michael Whitener
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: [email protected]
Chapter 1: Introduction
Overview
The purpose of this study was to provide Recommendations for Solving Low Rates of College Readiness at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). This chapter of the report presents the Organizational Profile, an Introduction to the Problem, the Significance of the Research, the Purpose Statement, the Central Research Question, and the Definitions for this research. Comment by Van Dam, Drew (Doctor of Education): APA errors - capitalization
Organizational Profile
The education site for this study was James Monroe High School in West Virginia. Its mission is to educate its student population with a rigorous, multifaceted curriculum that empowers students to express personal histories, build meaningful connections to the outside world, and become lifelong learners. Its vision is to motivate every student to achieve academic and personal success through a dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County and serves students from various backgrounds (white, black, low-income). It has 524 students from the 9th to 12th grade, ranking it the 76th in West Virginia and 10416th nationally (James Monroe high school, n.d).
Introduction to the problem
The problem at the school was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). College readiness indicators at the school include placement tests and GPA, among others. States can establish school-specific standards to measure college readiness rates (Leeds & Mokher, 2019). The total minority enrollment is 3%, and in terms of National Rankings, it is ranked at 9379 according to how we ...
Student Safety Research Presentation
Research PowerPoint related to my dissertation on Student Safety
Peer Attachment and Intention of Aggressive Behavior among School Children
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
Effects of School of Life Foundation Intervention on Grade Advancement, Drop...
Effects of School of Life Foundation Intervention on Grade Advancement, Drop...Research Journal of Education
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?Parental Support and Academic Performance.pptx
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International peer-reviewed academic journals call for papers, http://www.iiste.org/Journals
Running head PEER-REVIEWED ARTICLES .docx
Running head: PEER-REVIEWED ARTICLES 1
You can reach me through [email protected]
Peer-Reveiwed Articles
Student’s Name
Institutional Affiliation
Peer-Reveiwed Articles
Somayeh, G., SayyedMirshah, J., SayyedMostafa, S., & Azizollah, A. (2013). Investigating the Effect of Positive Discipline on the Learning Process and its Achieving Strategies with Focusing on the Students' Abilities. International Journal of Academic Research in Business and Social Sciences, 3 (5), 305-314.
Summary
Discipline plays a crucial role in the learning process because it creates an educational environment and opportunities that foster learning. Positive discipline is applied nwhyen educating younger individuals to influence them to become mannerly, technician, and responsible people in the society. It seeks to encourage mutual respect between learners and adults. The study Somayeh, SayyedMirshah, SayyedMostafa, and Azizollah (2013) by examines the role played by positive discipline in the learning process and its achieving strategies from the point of view of teachers and principals. Participants in the study included teachers and principals from Ahwaz high school.
Purpose of the research
To investigate the role played by positive discipline in the learning process and its achieving strategies from the point of view of teachers and principals
Problem statement
Positive discipline is effective in increasing student responsibility.
Gaps in Literature
Literature that studied the problem does not address the effect of positive discipline on learning process and its achieving strategies from the point of view of teachers and principals
Research Questions
Is the positive discipline effective in learning process?
Is the students’ commitment solution effective in the positive discipline realization in the learning process?
Is the students’ self-control effective in the realization of positive discipline in the learning process?
Is the students’ learning solution motivation effective in realization of the positive discipline in the learning process?
Conceptual Framework
Positive discipline is the independent variable while learning process is the dependent variable. Moderating variables include student’s commitment, self control, and learning.
Findings
Positive discipline is effective in learning process.
Students’ commitment is solution effective in the positive discipline realization in the learning process.
Students’ self-control is effective in the realization of positive discipline in the learning process.
Students’ learning is solution motivation effective in realization of the positive discipline in the learning process.
Relevant aspects to Research Question
The study indicates that positive discipline enhances the process of learning in K12.
Lewis, R. (2001). Classroom discipline and student responsibility: the students' view. Teaching and Teacher Education , 17, 3 ...
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Dynamics of Deviant Behaviour on the Academic Participation of Early Adolesce...
Once students enter the school setting, their behaviors, interpersonal relations, and emotional adjustments contribute to their successful academic development. Positive school behaviors and interpersonal relations represent good adjustments in the school setting, whereas negative school behaviors and interpersonal relations represent poor school adjustments. The purpose of this study was to assess the influence of deviant behaviour on the academic achievement of early adolescents in the Limbe I Sub Division. This study used the descriptive survey as a design for the research study. The main instruments used were the questionnaire an interview and observation. Purposive sampling was adopted. Three secondary schools were selected. A pilot study was used on one school to improve on the clarity and relevance of the instruments. The study revealed that deviant behaviour has a very detrimental effect on academic achievement of students. Most teachers use corporal punishment as a means of managing deviant behaviour in schools. The teachers used exclusion as the last resort to pupils who have deviant behaviour. The Results also indicated that individual inattentive behaviors and classroom-level of externalizing behaviors negatively and significantly predicted academic performance three years later. Overall, results here confirmed the previous literature supporting the negative effects of inattentive behaviors and classroom-level externalizing behaviors on the students academic grades and achievement test scores. Therefore, indicators of deviant behavior (aggression, withdrawal and bullying) had an influence on the academic achievement of students with deviant behaviours. Recommendations were made to teachers, parents and other stakeholders to help curb deviant beaviours not just in schools but at home and in the community. Patrick Fonyuy Shey | Tani Emmanuel Lukong"Dynamics of Deviant Behaviour on the Academic Participation of Early Adolescents, Limbe Sub-Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-2 , February 2018, URL: http://www.ijtsrd.com/papers/ijtsrd9417.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/9417/dynamics-of-deviant-behaviour-on-the-academic-participation-of-early-adolescents-limbe-sub-division-south-west-region-of-cameroon/patrick-fonyuy-shey
The Three Characteristics of an Effective Teacher
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
Influence of Self-Regulation and Social Competence on Academic Achievement o...
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This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.Eco-Innovations and Firm Heterogeneity. Evidence from Italian Family and Nonf...
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Effects of School of Life Foundation Intervention on Grade Advancement, Drop...
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Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?Parental Support and Academic Performance.pptx
Quantitative Research about Parental Support and Academic Performance
Indiscipline, parenting style and attitude to learning of students in seconda...
International peer-reviewed academic journals call for papers, http://www.iiste.org/Journals
Running head PEER-REVIEWED ARTICLES .docx
Running head: PEER-REVIEWED ARTICLES 1
You can reach me through [email protected]
Peer-Reveiwed Articles
Student’s Name
Institutional Affiliation
Peer-Reveiwed Articles
Somayeh, G., SayyedMirshah, J., SayyedMostafa, S., & Azizollah, A. (2013). Investigating the Effect of Positive Discipline on the Learning Process and its Achieving Strategies with Focusing on the Students' Abilities. International Journal of Academic Research in Business and Social Sciences, 3 (5), 305-314.
Summary
Discipline plays a crucial role in the learning process because it creates an educational environment and opportunities that foster learning. Positive discipline is applied nwhyen educating younger individuals to influence them to become mannerly, technician, and responsible people in the society. It seeks to encourage mutual respect between learners and adults. The study Somayeh, SayyedMirshah, SayyedMostafa, and Azizollah (2013) by examines the role played by positive discipline in the learning process and its achieving strategies from the point of view of teachers and principals. Participants in the study included teachers and principals from Ahwaz high school.
Purpose of the research
To investigate the role played by positive discipline in the learning process and its achieving strategies from the point of view of teachers and principals
Problem statement
Positive discipline is effective in increasing student responsibility.
Gaps in Literature
Literature that studied the problem does not address the effect of positive discipline on learning process and its achieving strategies from the point of view of teachers and principals
Research Questions
Is the positive discipline effective in learning process?
Is the students’ commitment solution effective in the positive discipline realization in the learning process?
Is the students’ self-control effective in the realization of positive discipline in the learning process?
Is the students’ learning solution motivation effective in realization of the positive discipline in the learning process?
Conceptual Framework
Positive discipline is the independent variable while learning process is the dependent variable. Moderating variables include student’s commitment, self control, and learning.
Findings
Positive discipline is effective in learning process.
Students’ commitment is solution effective in the positive discipline realization in the learning process.
Students’ self-control is effective in the realization of positive discipline in the learning process.
Students’ learning is solution motivation effective in realization of the positive discipline in the learning process.
Relevant aspects to Research Question
The study indicates that positive discipline enhances the process of learning in K12.
Lewis, R. (2001). Classroom discipline and student responsibility: the students' view. Teaching and Teacher Education , 17, 3 ...
Mwera 2014 middleschool_schoolculture_discipline_final_paper
Paper presented at MWERA 2014.
Tindall, H. & Stuckey-Mickell, T.A. (2014). Transition to Middle School, School Culture, and Discipline History: An Exploratory Study.
Study Circles in a Malawi Secondary School
Author: Frank Mgungwe. This practitioner research explored Study Circles and students’ indiscipline cases in a secondary school in Malawi. The purpose was to examine how Study Circles contribute to the management of discipline in a Malawian public secondary school.
Dynamics of Deviant Behaviour on the Academic Participation of Early Adolesce...
Once students enter the school setting, their behaviors, interpersonal relations, and emotional adjustments contribute to their successful academic development. Positive school behaviors and interpersonal relations represent good adjustments in the school setting, whereas negative school behaviors and interpersonal relations represent poor school adjustments. The purpose of this study was to assess the influence of deviant behaviour on the academic achievement of early adolescents in the Limbe I Sub Division. This study used the descriptive survey as a design for the research study. The main instruments used were the questionnaire an interview and observation. Purposive sampling was adopted. Three secondary schools were selected. A pilot study was used on one school to improve on the clarity and relevance of the instruments. The study revealed that deviant behaviour has a very detrimental effect on academic achievement of students. Most teachers use corporal punishment as a means of managing deviant behaviour in schools. The teachers used exclusion as the last resort to pupils who have deviant behaviour. The Results also indicated that individual inattentive behaviors and classroom-level of externalizing behaviors negatively and significantly predicted academic performance three years later. Overall, results here confirmed the previous literature supporting the negative effects of inattentive behaviors and classroom-level externalizing behaviors on the students academic grades and achievement test scores. Therefore, indicators of deviant behavior (aggression, withdrawal and bullying) had an influence on the academic achievement of students with deviant behaviours. Recommendations were made to teachers, parents and other stakeholders to help curb deviant beaviours not just in schools but at home and in the community. Patrick Fonyuy Shey | Tani Emmanuel Lukong"Dynamics of Deviant Behaviour on the Academic Participation of Early Adolescents, Limbe Sub-Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-2 , February 2018, URL: http://www.ijtsrd.com/papers/ijtsrd9417.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/9417/dynamics-of-deviant-behaviour-on-the-academic-participation-of-early-adolescents-limbe-sub-division-south-west-region-of-cameroon/patrick-fonyuy-shey
The Three Characteristics of an Effective Teacher
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
Influence of Self-Regulation and Social Competence on Academic Achievement o...
Influence of Self-Regulation and Social Competence on Academic Achievement o...Research Journal of Education
This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.Similar to presentation-for-final-defense-finished-and-ready-to-go.pdf (20)
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一比一原版(GWU,GW毕业证)加利福尼亚大学|尔湾分校毕业证如何办理
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Financial Assets: Debit vs Equity Securities.pptx
financial assets represent claim for future benefit or cash. Financial assets are formed by establishing contracts between participants. These financial assets are used for collection of huge amounts of money for business purposes.
Two major Types: Debt Securities and Equity Securities.
Debt Securities are Also known as fixed-income securities or instruments. The type of assets is formed by establishing contracts between investor and issuer of the asset.
• The first type of Debit securities is BONDS. Bonds are issued by corporations and government (both local and national government).
• The second important type of Debit security is NOTES. Apart from similarities associated with notes and bonds, notes have shorter term maturity.
• The 3rd important type of Debit security is TRESURY BILLS. These securities have short-term ranging from three months, six months, and one year. Issuer of such securities are governments.
• Above discussed debit securities are mostly issued by governments and corporations. CERTIFICATE OF DEPOSITS CDs are issued by Banks and Financial Institutions. Risk factor associated with CDs gets reduced when issued by reputable institutions or Banks.
Following are the risk attached with debt securities: Credit risk, interest rate risk and currency risk
There are no fixed maturity dates in such securities, and asset’s value is determined by company’s performance. There are two major types of equity securities: common stock and preferred stock.
Common Stock: These are simple equity securities and bear no complexities which the preferred stock bears. Holders of such securities or instrument have the voting rights when it comes to select the company’s board of director or the business decisions to be made.
Preferred Stock: Preferred stocks are sometime referred to as hybrid securities, because it contains elements of both debit security and equity security. Preferred stock confers ownership rights to security holder that is why it is equity instrument
<a href="https://www.writofinance.com/equity-securities-features-types-risk/" >Equity securities </a> as a whole is used for capital funding for companies. Companies have multiple expenses to cover. Potential growth of company is required in competitive market. So, these securities are used for capital generation, and then uses it for company’s growth.
Concluding remarks
Both are employed in business. Businesses are often established through debit securities, then what is the need for equity securities. Companies have to cover multiple expenses and expansion of business. They can also use equity instruments for repayment of debits. So, there are multiple uses for securities. As an investor, you need tools for analysis. Investment decisions are made by carefully analyzing the market. For better analysis of the stock market, investors often employ financial analysis of companies.
SWAIAP Fraud Risk Mitigation Prof Oyedokun.pptx
SWAIAP Fraud Risk Mitigation Prof Oyedokun.pptxGodwin Emmanuel Oyedokun MBA MSc PhD FCA FCTI FCNA CFE FFAR
Lecture slide titled Fraud Risk Mitigation, Webinar Lecture Delivered at the Society for West African Internal Audit Practitioners (SWAIAP) on Wednesday, November 8, 2023.
Patronage and Good Governance 5.pptx pptc
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Tax System, Behaviour, Justice, and Voluntary Compliance Culture in Nigeria -...
Tax System, Behaviour, Justice, and Voluntary Compliance Culture in Nigeria -...Godwin Emmanuel Oyedokun MBA MSc PhD FCA FCTI FCNA CFE FFAR
Lecture slide titled Tax System, Behaviour, Justice, and Voluntary Compliance Culture in Nigeria - Prof Oyedokun.pptxTdasx: Unveiling the Trillion-Dollar Potential of Bitcoin DeFi
Tdasx: Unveiling the Trillion-Dollar Potential of Bitcoin DeFi
2. Elemental Economics - Mineral demand.pdf
After this second you should be able to: Explain the main determinants of demand for any mineral product, and their relative importance; recognise and explain how demand for any product is likely to change with economic activity; recognise and explain the roles of technology and relative prices in influencing demand; be able to explain the differences between the rates of growth of demand for different products.
Seminar: Gender Board Diversity through Ownership Networks
Seminar on gender diversity spillovers through ownership networks at FAME|GRAPE. Presenting novel research. Studies in economics and management using econometrics methods.
What website can I sell pi coins securely.
Currently there are no website or exchange that allow buying or selling of pi coins..
But you can still easily sell pi coins, by reselling it to exchanges/crypto whales interested in holding thousands of pi coins before the mainnet launch.
Who is a pi merchant?
A pi merchant is someone who buys pi coins from miners and resell to these crypto whales and holders of pi..
This is because pi network is not doing any pre-sale. The only way exchanges can get pi is by buying from miners and pi merchants stands in between the miners and the exchanges.
How can I sell my pi coins?
Selling pi coins is really easy, but first you need to migrate to mainnet wallet before you can do that. I will leave the telegram contact of my personal pi merchant to trade with.
Tele-gram.
@Pi_vendor_247
Turin Startup Ecosystem 2024 - Ricerca sulle Startup e il Sistema dell'Innov...
Turin Startup Ecosystem 2024 - Ricerca sulle Startup e il Sistema dell'Innov...Quotidiano Piemontese
Turin Startup Ecosystem 2024
Una ricerca de il Club degli Investitori, in collaborazione con ToTeM Torino Tech Map e con il supporto della ESCP Business School e di Growth CapitalGlobalization (Nike) Presentation PPT Poster Infographic.pdf
This presentation poster infographic delves into the multifaceted impacts of globalization through the lens of Nike, a prominent global brand. It explores how globalization has reshaped Nike's supply chain, marketing strategies, and cultural influence worldwide, examining both the benefits and challenges associated with its global expansion.
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An Overview of the Prosocial dHEDGE Vault works
How the prosocial dHEDGE earns you money while saving the world!
where can I find a legit pi merchant online
Yes. This is very easy what you need is a recommendation from someone who has successfully traded pi coins before with a merchant.
Who is a pi merchant?
A pi merchant is someone who buys pi network coins and resell them to Investors looking forward to hold thousands of pi coins before the open mainnet.
I will leave the telegram contact of my personal pi merchant to trade with
@Pi_vendor_247
一比一原版(UoB毕业证)伯明翰大学毕业证如何办理
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- 1. A Quantitative Study on the number of Humss 11 Senior High Students Being Bullied and its Effect on their Academic Performance in Sibulan National High School S.Y. 2022-2023
- 2. Background of the Study - Bullying is a hurtful teasing or threat, to abuse, aggressively dominate or intimidate. - Bullying can happen at school, at home or online . - Mistreated students have a greater instance of exhibiting poor social skills and classroom behavior problems. - The purpose of this study is to identify and quantify a number of factor-rates of different types of bullying occurring and made in- order to address them.
- 3. Theoretical Framework Family Systems Theory The Theory of Academic Performance Dominance Theory
- 4. Statement of the Problem 1.What are the factors that affects the students academic performance? 2.Does the students experienced difficulties in coping up on bullying? 3.Does the students want strategies that can be implemented to reduce bullying among HUMSS 11 Senior High School students? 4.What are the kinds of support does the students need? 5.How does bullying affect the academic performance of Humss 11 Senior High Students?
- 5. Significance of the Study • Students • Out of school youth • Parents • Teachers • Researchers
- 6. Scope and Delimitations of the Study - The main purpose of this study is to know the number of Humss 11 Senior High Students being bullied and its effect within 34 female and 37 male. - The researcher provided 10 items in the questionnaire.
- 7. Conceptual Framework Independent Variable -Stress -Depression -Anxiety -Low-Self Esteem -Fear -Poor School Adjustment -Maturity -Motivation -Mentally Strong Interference -Family Support -Emotional Support from Friends and Family Dependent Variable -Low Academic Performance -High Perfromance -Low Perfroamnce -Average Performance
- 8. Hypothesis Ho: Bullying has no significant effect to the academic performance of the students. Ha:Bullying has a significant effect to the academic performance.
- 9. Review of Related Literature - Bullying is any unwanted aggressive behavior by another youth or group of youths who are not siblings or current dating partners. (Chang,2021) - Those students who are bullied have difficulties in paying attention and concentrating in class. (Mohan & Bakar,2021) - Bullying often leaves us with lingering feelings, turning into anger towards other or ourselves. (Warner,2021)
- 10. Review of Related Studies - According to O’Brien(2019) a study focus on bullying’s prevalence,risk and protective factors, and negative outcomes. - According to Al-Raggad et. al.(2017) study, it indicated that school bullying exists in all schools regardless if they are governmental or private ones. - According to Källmen and Hallgren(2021) the prevalence of bullying remained stable and was highest among girls in year 9;range=4.9% to 16.9%.
- 11. Methodology Research Design - Correlational Research - Simple Random Sampling Research Respondents - 29 Male and 27 Female Research Instrument -Survey Questionnaire Research Procedure -10 items on the survey questionnaire
- 13. 95% 5% Students who got bullied Yes No
- 14. 82% 18% STUDENTS WHO EXPERIENCED DIFFICULTIES IN COPING UP ON BULLYING Yes No
- 15. 82% 18% Student’s answer if they’re going to pertain the given strategies Yes No
- 16. 0% 10% 20% 30% 40% 50% 60% Family Support Friend's Support Guidance Support Legal Support Student’s reply on what support do they need
- 17. 0% 10% 20% 30% 40% 50% 60% 70% 80% Affects their Grades Affects their Attendance Affects Confidence Student’s response on the way bullying affects them
- 18. Conclusion and Recommendations Conclusion - Therefore, the researchers conclude that bullying has a significant effect on the academic performance of the students because it shows on the data that they experienced difficulties in coping up on bullying.
- 19. Recommendations • Students • Out of school youth • Parents • Teacher • Community
- 20. Thank You and God Bless!