ob interviews can be a nerve-wracking experience for the applicant and a time-consuming exercise for the hiring company. However, they play a key role in determining whether the company and candidate will make an effective match. As such, the interviewing process provides a great deal of value for the company and candidate alike.
These are the 10 most common job interview questions with guidelines on how to answer them. Be prepared for these questions and ace your next job interview. You can also get the list of 10 most common job interview questions in Spanish, Italian, Portuguese, German, Russian, and French.
ob interviews can be a nerve-wracking experience for the applicant and a time-consuming exercise for the hiring company. However, they play a key role in determining whether the company and candidate will make an effective match. As such, the interviewing process provides a great deal of value for the company and candidate alike.
These are the 10 most common job interview questions with guidelines on how to answer them. Be prepared for these questions and ace your next job interview. You can also get the list of 10 most common job interview questions in Spanish, Italian, Portuguese, German, Russian, and French.
Business Opportunities in ICT Industry by John Oluwafemi Ollatwergywhite
Business Opportunities in ICT
Internet Marketing,
Mobile Application Industries
Financial Sector Automations
Infrastructure Projects in ICT industry
www.elintsgraphix.com.ng or www.iambezaleel.com.ng/
Decoding word association 5 word to three word association testCol Mukteshwar Prasad
There is certainly certain amount of subjectivity in WAT assessment and it is not yet amenable for computerisation which is the norm today. This test is used as confirmation of findings in TAT being conducted just before this test
The need for a new WAT is felt, owing to the great amount of subjectivity in the interpretation and scoring of the test.
The new WAT which is one word to three word response aims to bring about greater objectivity in the assessment of affect, and also aims to minimise the element of subjectivity in the interpretation.
This presentation contains how to prepare for an interview. what is dress code, documents required before interview. It is complete guide for a interviewee.
Classroom Social Environment and School Performance in The Selected Secondary...AJHSSR Journal
ABSTRACT: This research investigated teachers' perceptions of the social environment in the classroom and
student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
Zambales, including Amungan National High School, San Agustin Integrated School, Jesus F. Magsaysay High
School, President Ramon Magsaysay State University-laboratory High School, Botolan National High School,
and Bancal Integrated School. One hundred fifty-five respondents were chosen at random, and the researcher
used the descriptive research design and questionnaire as the primary instruments to collect data. The school
received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for
failure and drop-out rates.There was a significant difference in the perception of the classroom social
environment as to classroom mastery goals, classroom performance goals, classroom social interaction,
classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
of school performance on student progress and development as to failure rate, drop-out rate, promotion rate,
retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
academically.
KEYWORDS: Social Environment, Failure Rate, Drop-Out Rate, Survival Rate, Classroom Mastery Goals,
Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
Academic Achievement of Adolescents In Relation To Parental Encouragementiosrjce
This Study examines the Academic Achievement of Adolescence and Parental encouragement, the
encouragement support exerts most direct influence upon the acquisition of academic achievement. This study
explored the extent to which the parental encouragement has relation with academic achievement among school
students. Parents play a key role in shaping students achievement. Family factors such as parent’s level of
education, Parental expectations and parental support for their children seem to extent some influences on
adolescents academic achievement. Parents play an important role in educational motivation of their children.
They provide necessary facilities and educational environment which results is better performance in school.
Parents approve and appreciate activities related to education and remove any difficult felt by their wards. This
type of behavior of Parents is known as parental encouragement. In other wards parental encouragement
refers to the guidance, communication and interest shown by the parents to promote their wards progress in
school.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
Business Opportunities in ICT Industry by John Oluwafemi Ollatwergywhite
Business Opportunities in ICT
Internet Marketing,
Mobile Application Industries
Financial Sector Automations
Infrastructure Projects in ICT industry
www.elintsgraphix.com.ng or www.iambezaleel.com.ng/
Decoding word association 5 word to three word association testCol Mukteshwar Prasad
There is certainly certain amount of subjectivity in WAT assessment and it is not yet amenable for computerisation which is the norm today. This test is used as confirmation of findings in TAT being conducted just before this test
The need for a new WAT is felt, owing to the great amount of subjectivity in the interpretation and scoring of the test.
The new WAT which is one word to three word response aims to bring about greater objectivity in the assessment of affect, and also aims to minimise the element of subjectivity in the interpretation.
This presentation contains how to prepare for an interview. what is dress code, documents required before interview. It is complete guide for a interviewee.
Classroom Social Environment and School Performance in The Selected Secondary...AJHSSR Journal
ABSTRACT: This research investigated teachers' perceptions of the social environment in the classroom and
student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
Zambales, including Amungan National High School, San Agustin Integrated School, Jesus F. Magsaysay High
School, President Ramon Magsaysay State University-laboratory High School, Botolan National High School,
and Bancal Integrated School. One hundred fifty-five respondents were chosen at random, and the researcher
used the descriptive research design and questionnaire as the primary instruments to collect data. The school
received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for
failure and drop-out rates.There was a significant difference in the perception of the classroom social
environment as to classroom mastery goals, classroom performance goals, classroom social interaction,
classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
of school performance on student progress and development as to failure rate, drop-out rate, promotion rate,
retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
academically.
KEYWORDS: Social Environment, Failure Rate, Drop-Out Rate, Survival Rate, Classroom Mastery Goals,
Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
Academic Achievement of Adolescents In Relation To Parental Encouragementiosrjce
This Study examines the Academic Achievement of Adolescence and Parental encouragement, the
encouragement support exerts most direct influence upon the acquisition of academic achievement. This study
explored the extent to which the parental encouragement has relation with academic achievement among school
students. Parents play a key role in shaping students achievement. Family factors such as parent’s level of
education, Parental expectations and parental support for their children seem to extent some influences on
adolescents academic achievement. Parents play an important role in educational motivation of their children.
They provide necessary facilities and educational environment which results is better performance in school.
Parents approve and appreciate activities related to education and remove any difficult felt by their wards. This
type of behavior of Parents is known as parental encouragement. In other wards parental encouragement
refers to the guidance, communication and interest shown by the parents to promote their wards progress in
school.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
HOMEWORK BEHAVIOR AND LEARNING STRATEGIES ON STUDENTS’ ACADEMIC PERFOMANCE I...RayRudolfPastrana1
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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1. DEVELOPMENT OF SCHOOL SATISFACTION
PROGRAMME FOR ADOLESCENTS AND ITS
EFFECTIVENESS
* Resercher *
Mahesh Gopinath Mali
* Guided by *
Dr. Megha M. Uplane
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
Mahesh Gopinath Mali
M.Phil (Roll No. 09)
Dr. Megha M. Uplane
* Research Center *
Department of Education & Extension
Savitribai Phule Pune University, Pune
2. Introduction
All learning has an emotional base. (Plato)
Past several decades, educational research focus
on the negative aspects of education. For exam.
Poor school achievement, risk behavior, discipline
problems, unsafe schools. (Keith J. Zullig, E.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
problems, unsafe schools. (Keith J. Zullig, E.
Scott Huebner & Jon M. Patton, 2011)
School Satisfaction is a major aspect of children's
quality of life
School Satisfaction directly affects the academic,
emotional and mental status of students.
School Satisfaction Programme
3. School Satisfaction means…
School
General
Satisfaction
Atmosphere
/ Comfort
Safety and
Security
Status &
Position
Interaction
School satisfaction
represents the
cognitive
assessment of the
school life quality
including multiple
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
School
Satisfaction Motivation
&
Inspiration
Aspiration /
Relevance /
Base
for future
Learning –
self –
learning
Appropriate
reinforceme
nts
Mood &
Affect
School Satisfaction Programme
including multiple
components which
cover Ten
directions of
action:
4. Theoretical Background
Toni Mora, 2012
Students’ satisfaction with school may be
regarded as being also dependent on personal
characteristics such as sociability and social features
of family, peer and school environments.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Simus, C., Matos, M.G., Tom, G., Ferreira, M., &
Chainho, H., 2010
Students who do not like school are those who
are most likely to have a lower academic performance
and consequently to fail and to be at greatest risk of
dropping out.
School Satisfaction Programme
5. Theoretical Background
Maykel Verkuyten & Jochem Thijs, 2002
The level of school satisfaction is important because it
affects psychological well-being , as well as school
engagement, absentee rate, drop-out and behavioral
problems.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Cock and Halvari,(1999)
found a positive association between performance and
school satisfaction. Children who do well in school tend to
be more satisfied with school.
School Satisfaction Programme
6. Theoretical Background
Okun et al. (1990)
found boys may be less satisfied with school than girls
because they develop more negative relationships with
classmates.
Toni Mora, Sep.(2012)
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Toni Mora, Sep.(2012)
a high degree of satisfaction is closely related to
academic achievement, since satisfied students are less
likely to drop out and likely to achieve higher
marks than are dissatisfied ones.
School Satisfaction Programme
7. Conclusion from Reviewed
Literature & Research
Variable
Sources
School
Satisfaction
Development of
Programme
Total
P.hD Thesis 12 3 15
Review Matrix
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
P.hD Thesis 12 3 15
Journal Paper 14 - 14
Books 1 - 1
Total 27 3 30
School Satisfaction Programme
8. Some Important Review……..
Sr.
No.
Name of the Researcher Year Level
1. A.Karatzias, K.G.Power, J.Flemming,
F.Lennan & V. Swanson.
2002 Research
Article
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
Research Title : The Role Of Demographics, Personality Variables And School
Stress On Predicting School Satisfaction/Dissatisfaction : Review Of The
Literature And Research Findings.
Review : The research has attempted to study correlates of QSL including
demographic, personality variables and school stress, and construct a consistent
model of QSL. Overall results indicated that QSL is predominantly associated
with personality factors, in particular school self-esteem.
9. Some Important Review……..
Sr.
No.
Name of the Researcher Year Level
2. Ferran Casas, Sergiu Baltatescu, Irma
Bertran, Monica Gonzalez, Adrian Hatos
2014 Research
Article
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
Research Title : School Satisfaction Among Adolescents: Testing Different
Indicators For Its Measurement And Its Relationship With Overall Life
Satisfaction And Subjective Well-being In Romania And Spain
Review : The result of this study, school satisfaction was highly related to
satisfaction with teachers, but weakly related to overall life satisfaction, while
satisfaction with school friends and satisfaction width classmates were highly
related to overall life satisfaction, but weakly related to satisfaction with school.
10. Some Important Review……..
Sr.
No.
Name of the Researcher Year Level
3. Ha, Hye-suk. 1999 M.Ed
Research Title : A study of department satisfaction and school satisfaction of
undergraduate students.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
undergraduate students.
Review : The purpose of this study was to find out more reliable indicator for the
Department Satisfaction and researcher found five useful factors: Curriculum
Satisfaction (CS), Relation Satisfaction (RS), General Satisfaction (GS), Social
Perception Satisfaction (SPS) and School Satisfaction (SS). GS, SPS and SS were
the most Important factor among DS factors.
11. Some Important Review……..
Sr.
No.
Name of the Researcher Year Level
4. Magdalena Mo Ching Mok & Marcellin
Flynn.
2002 Research
Article
Research Title : Determinants Of Students Quality Of School Life: A Path
Model.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
Review : This study examined factors contributing to the quality of school life of
secondary school students. A path model, expressing interrelationships between
students back ground characteristics, their expectations of schools, the perceived
quality of both the formal and the informal school curriculum, the classroom
environment and students quality of school life, was developed and tested.
Analysis indicated that, after controlling for other variable in the model, students
experience of the classroom environment was the single most important factor
explaining their quality of school life.
12. Some Important Review……..
Sr.
No.
Name of the Researcher Year Level
5. Nicholas Pang Sun-Keung 1999 Research
Article
Research Title : Students Perceptions Of Quality Of School Life In Hong Kong
Primary Schools.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
Review : In this study, Researcher was measure the quality of school life in the
Hong Kong context were developed. The finding was this study was –
1. Most students were satisfied with the schools and had few negative feelings
about being at school;
2. Promoting teacher-student relations was the most effective way to maintain
and assure the quality of school life;
3. The quality of school life most students deteriorated dramatically in primary 5
and 6 when compared to Primary 4.
13. Conclusion of the Review…….
The studies were conducted in the field of School
Satisfaction, Life Satisfaction, Quality of School
Life and School Environment of Adolescent
Students. Most of the studies are related of
correlation studies. They have varied objectives,
designs and conducted in different contexts
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
designs and conducted in different contexts
eliciting varied results. Very less number of
researches were aimed to improve school
satisfaction of adolescents.
14. Statement of the problem
Identification of Aspects of School Satisfaction needs to
be improved. Based on analysis development of School
Satisfaction Programme for SSC Board Affiliated Co-
Educational Marathi Medium Secondary Schools
Students from Osmanabad District.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Students from Osmanabad District.
School Satisfaction Programme
15. Definition of Important
Terms & Phrases
School satisfaction
Conceptual definitions
School Satisfaction means,
“Students are successful in the learning experience and are
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
“Students are successful in the learning experience and are
pleased with their experience” (Moore,2009)
“The perception of enjoyment and accomplishment in the
learning environment,” (Sweeney and Ingram, 2001)
School Satisfaction Programme
16. Definition of Important
Terms & Phrases
Operational definition
In this study School Satisfaction means general
satisfaction, atmosphere, motivation & inspiration,
aspiration, learning-self-learning, appropriate
reinforcements, mood & affect, status & position,
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
reinforcements, mood & affect, status & position,
interactions these are most important aspects regarding the
students & students school satisfaction are conceder.
In this study the School Satisfaction of secondary students
has measured and score was used as School Satisfaction
score. For this purpose Quality of School Life
Questionnaire was developed and standardized by Jnana
Prabodhini’s Institute of Psychology, Pune.
School Satisfaction Programme
17. Definition of Important
Terms & Phrases
Development
Operational definition
For the purpose of this study, “Development of
Programme” means preparation of the School Satisfaction
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Programme related to IX standards used in the Marathi
medium schools and trying out its effectiveness.
Adolescent
Operational definition
Adolescent student are the students studying in IX
standard, age between 13 to 16 years.
School Satisfaction Programme
18. Need and Importance
The students learning environment plays an important role
in learning process. It directly affects on the School
Satisfaction of the students.
The primary aim of this approach is to enhance learning
environment.
Now a days it is need to know the status of School
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Now a days it is need to know the status of School
Satisfaction in adolescents, to develop School Satisfaction
activities like game based learning and to know the
educational activities of adolescent to improve learning.
There is need to improve the learning environment of
adolescents to increase the interest in learning.
School Satisfaction Programme
19. Need and Importance
This study will help secondary school teachers to improve
school environment and make students to learn in good
environment.
Existing research to use on develops School Satisfaction
Programme and tests its effectiveness.
It is hoped that the finding of this study make important
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
It is hoped that the finding of this study make important
contribution the School Satisfaction.
School Satisfaction Programme
20. Objectives
To assess the status of School Satisfaction of adolescent
students in Osmanabad district
To develop a School Satisfaction Programme (based on
outcomes of Objective 1) for adolescent students in
Osmanabad district
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Osmanabad district
To study the effectiveness of the developed School
Satisfaction Programme
School Satisfaction Programme
21. Research Question
For objectives 1. The following research question was set :
What is the status of school satisfaction of adolescent
students in Osmanabad district?
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
22. Hypothesis
For objective 3.
For objective 3. The following hypothesis was framed :
‘School Satisfaction Programme’ is useful in improving
school Satisfaction of school going adolescents.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Null Hypothesis
There is no significant difference between meant
scores of post test & pre test of School Satisfaction
scale.
School Satisfaction Programme
23. Hypothesis
Null Hypothesis
For the present research following five (components wise)
and one for all 10 components together null hypothesis
were framed.
Learning self-learning
There is no significant difference between mean scores on
pre-test and post-test obtained by IX standard students in
component of ‘learning self-learning’ of Quality of School
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
component of ‘learning self-learning’ of Quality of School
Life Questionnaire
Status and Position
There is no significant difference between mean scores on
pre-test and post-test obtained by IX standard students in
component of ‘Status and Position’ of Quality of School
Life Questionnaire
School Satisfaction Programme
24. Atmosphere or Comfort
There is no significant difference between mean scores on
pre-test and post-test obtained by IX standard students in
component of ‘Atmosphere or Comfort’ of Quality of
School Life Questionnaire
Motivation and Inspiration
There is no significant difference between mean scores on
pre-test and post-test obtained by IX standard students in
component of ‘Motivation and Inspiration’ of Quality of
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
component of ‘Motivation and Inspiration’ of Quality of
School Life Questionnaire
Mood and Affect
There is no significant difference between mean scores on
pre-test and post-test obtained by IX standard students in
component of ‘Mood and Affect’ of Quality of School Life
Questionnaire
School Satisfaction Programme
25. Hypothesis
Null hypothesis for these components together are as
follows:
There is no significant difference between mean scores on
pre-test and post-test obtained by IX standard students of
Quality of School Life Questionnaire
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
26. Assumptions
School Satisfaction is measurable variable.
(Toni Mora, 2012)
There is individual difference in School Satisfaction.
(Toni Mora, 2012)
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
(Toni Mora, 2012)
School Satisfaction Programme
27. Delimitations of the Study
The study is delimited to the co-education school going IX
std. students in Osmanabad district.
The study is delimited to sixteen schools of Osmanabad
district.
The sample is delimited to sixteen Marathi medium
schools.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Researcher has chosen only S.S.C board affiliated Marathi
medium students.
The study deal with nine aspects of school satisfaction:
general satisfaction, atmosphere/comfort, motivation &
inspiration, aspiration/relevance/base for future, learning
self-learning, appropriate reinforcements, mood & affect,
status & position, interactions.
School Satisfaction Programme
28. Delimitations of the Study
Due to time constraint, cost factor, coordinating with
school scheduled etc. the school satisfaction programme
was restricted to 5 components only. (Learning self-
learning, Status and position, Atmosphere or comfort,
Motivation and inspiration, Mood and affect)
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
29. Limitations of the Study
The results of study were based on responses given by the
respondents.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
30. Significance of the Study
After this study we know the status of School Satisfaction
in adolescent’s students.
This study is useful for developing school satisfaction
activities like Game Based Learning, Project Based
Learning, Computer Based Learning, and Self-Introduction
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Learning, Computer Based Learning, and Self-Introduction
Activity especially for the secondary school teachers of
Marathi Medium.
This study is helpful for secondary schools to know the
educational activities of adolescent students of Marathi.
This study will be helpful for secondary school teachers to
increase student’s interest in learning.
School Satisfaction Programme
31. Objective wise use of Methods
Objective Research Method
Sample Selection
Method
Sample
Data Collection
Tool
Statistical
Tool
1. Survey method
1. All the tehsils
2. Random
Sampling for
Selection of 2
Schools from
750
students
Quality of
School Life
Mean, S.D.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
each tehsil
2.
Product
Development
Method
- - - -
3. Experimental Study
Purposive
sampling for
selection of school
and students
32
students
Quality of
School Life
Descriptive
Inferential
(t-test)
School Satisfaction Programme
32. Plan and Procedure for Objective 1
Sr.
No.
Obj.
No.
Research
Method
Population Sample
Selection
Method
Sample
Size
Data
collection
Tool
Statistical
Tool
1. 1 Survey
method
All the IX
standard
students of
Osmanabad
1. All the
tehsils
2. Random
sampling
750 Quality of
School Life
Questioner
Mean, S.D.
Objective 1: To assess the status of School Satisfaction of adolescent students in
Osmanabad district
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
Osmanabad
District
sampling
for
selection
of 2
schools
forms
each
tehsil.
33. Population
All the IX standard Marathi medium students of schools
affiliated to SSC board of Osmanabad. Sample is selected
from the Osmanabad district of Maharashtra state.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
34. Sample
Osmanabad District
100% sampling, all the tehsils of Osmanabad
(Marathi medium co-aided SSC board, Latur affiliated school from
each tehsil was selected randomly)
For objective 1 following sampling technique was used. All the tehsils of Osmanabad
district were selected for survey of School Satisfaction with the help of Random sampling.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
each tehsil was selected randomly)
From each tehsil two villages were selected randomly and with proper
enquiry one Marathi medium co-aided SSC board, Latur affiliated
Schools were selected
16 schools from Osmanabad district
35. List of Schools and High School Students
Sr.no. Name of School Boys Girls Total
1. Shiv-Parvati High School, wagholi Tal.&Dist. Osmanabad 22 27 49
2. Z.P. High School, Varwanti Tal. & Dist. Osmanabad 05 10 15
3. NarendraAarya High School, Aapsinga Tal. Tuljapur Dist. Osmanabad 15 21 36
4. MaharshiVitthalRamjiShinde High School, Tal. Tuljapur Dist. Osmanabad 18 14 32
5 Lohara High School, Tal. Lohara Dist. Osmanabad 30 39 69
6 Shri. Saint MarutiMaharaj High School, Tal. Lohara Dist. Osmanabad 28 33 61
7 Bharat High School, Tal. Umerga Dist. Osmanabad 16 12 28
8 Captan Joshi Smarak High School, Tal. Yenegur Dist. Osmanabad 41 46 87
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
8 Captan Joshi Smarak High School, Tal. Yenegur Dist. Osmanabad 41 46 87
9 Vidhyabhavan High School, Tal. Kalamb Dist. Osmanabad -- 39 39
10 Z.P.Prashala Massa (Khn) Tal. Kalamb Dist. Osmanabad 24 20 44
11 Jagdale Mama Institute of Technology, Tal. Vashi Dist. Osmanabad 23 07 30
12 Ganesh High School Terkheda, Tal. Vashi Dist. Osmanabad 26 17 43
13 Shri. GurudevDatta High School, Tal. Bhoom Dist. Osmanabad 63 -- 63
14 Ravindra High School, Tal. Bhoom Dist. Osmanabad 51 19 70
15 Chandni High School Aasu, Tal. Parnda Dist. Osmanabad 19 21 40
16 Late. Maharudra (Bappa) Mote High School, Tal. Parnda Dist. Osmanabad 18 26 44
Total 399 351 750
36. Sr. no. Scale and author of
scale
Components of School
Satisfaction
Medium No of
statements
Age group
1. Quality of School Life
(JPIP)
1. General satisfaction
2. Atmosphere/comfort
3. Safety and security
4. Motivation & inspiration
5. Relevance/base for future
6. Learning-self-learning
7. Appropriate reinforcements
8. Mood & affect
Marathi 69 13-19
Tool and Techniques of Data Collection
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
8. Mood & affect
9. Status & position
10. Interactions
2 Adolescent’s School
Satisfaction Inventory
1. With students
2. With syllabi and text book
3. With teachers
4. With school plant
Hindi 60 13-19
3 Multidimensional
Students’Life
Satisfaction Scale
1. Family
2. School
3. Self
4. Living environment
English 6 statements for
school
13-19
37. Quality of School Life Questionnaire
For this variable researcher studied three available
standardized scales. Finally the researcher selected Quality
of School Life Questionnaire by Janana Psychological
Institute, Pune. This questionnaire is useful to present
research because of many aspects; majorly because it
covers all the factors of school satisfaction next it’s of
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
covers all the factors of school satisfaction next it’s of
Indian origin, Marathi language and comparatively
updated. This scale contains sixty nine (69) items, scoring
procedure is easy. Researcher decided to carry out the
research activities in school satisfaction adopting Quality
of School Life Questionnaire developed by Janana
Psychology Institute, Pune.
School Satisfaction Programme
38. Plan and Procedure for Objective 2
Objective-2 To develop school satisfaction programme
for adolescents.
Identification of experts for finalization of programme
Researcher had identified 5 experts for finalization of
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
Researcher had identified 5 experts for finalization of
school satisfaction programme. These experts were from
teacher education, psychology education, high-school
teachers, having experience more than 10 years.
39. Plan and Procedure for Objective 3
OBJECTIVE 3: To study the effectiveness of the
developed school satisfaction program.
Objective Research Method
Sample Selection
Method
Sample
Data Collection
Tool
Statistical
Tool
Purposive
sampling for 32 Quality of
Descriptive
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
3. Experimental Study
sampling for
selection of school
and students
32
students
Quality of
School Life
Inferential
(t-test)
40. Plan and Procedure for Objective 3
RESEARCH METHOD
For this objective experimental method was used.
RESEARCH DESIGN OF THE STUDY
Single group pre-test – post-test experimental design was
used.
O1 X O2
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
O1 X O2
Where,
O1 = pre-test
X = Experimental group
O2 = Post-test
41. Programme Implementation
First request letter was given to school principal of Shri.
Sidheshwar Niwasi Vidyalaya, Varwanti for conducting
research.
Quality of School Life Questionnaire was administered to
students of IX standard.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Discussion was done with teachers about programme
implementation
Researcher implemented School Satisfaction Programme
to students.
Again Quality of School Life Questionnaire was
administered to students as pre-test and post-test.
School Satisfaction Programme
42. Objective wise Data Analysis and
Interpretation
Objective 1: To assess the status of school satisfaction
of adolescent students in Osmanabad district.
Following table shows the data analyzed.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
43. Sr.
No.
Components High Medium Low
Max.
Possible
1. General Satisfaction 5 3 to 4 2 & blw 5
2. Atmosphere/Comfort 5 3 to 4 2 & blw 5
3. Safety and Security 8 & abv 5 to 7 4 & blw 9
4. Motivation and Inspiration 8 6 to 7 5 & blw 8
5. Relevance/ Base for future 9 6 to 8 5 & blw 9
6. Learning Self-learning 7 5 to 6 4 & blw 7
TABLE 4.1
Norms of Quality of School Life Questionnaire
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
6. Learning Self-learning 7 5 to 6 4 & blw 7
7. Appropriate Reinforcements 6 4 to 5 3 & blw 6
8. Mood and Affect 7 5 to 6 4 & blw 7
9. Status and Position 7 3 to 6 2 & blw 7
10. Interactions 6 4 to 5 3 & blw 6
Total 60 & abv 51 to 59 50 & blw 69
44. FIGURE 4.1
Number of Students having low score in Quality of School Life Questionnaire
50
60
70
80
90
100
110
120
130
140
150
160
StudentshavinglowScore
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
GS AC SS MI RB LS AR MA SP IN
No. of students having low
score
59 125 86 96 46 127 52 94 144 17
0
10
20
30
40
50
StudentshavinglowScore
Compontnts of School Satisfaction
45. Objective 1: To assess the status of school satisfaction of
adolescent students in Osmanabad district.
Observation
Figure show that out of 750 IX std. students 144 students
having low score in Status & Position, 127 students having
low score in learning & self-learning, 125 students having
low score in Atmosphere/Comfort, 96 students having low
score in Motivation & Inspiration, 94 students having low
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
score in Motivation & Inspiration, 94 students having low
score in Mood & Affect.
Interpretation
Students having low score in respectively, for five
components – Stutes & position, learning self-learning,
Atmosphere/Comfort, Motivation & Inspiration and Mood &
Affect. These five components were used for school
satisfaction programme.
School Satisfaction Programme
46. Objective 2: To develop a school satisfaction program for
adolescent students in Osmanabad district.
Component of School Satisfaction Activity Decision
Learning self-learning
Project based learning Selected
Computer based learning Selected
Book reading Selected
Status & Position
Group activity Selected
Essay writing Selected
Self-introduction Selected
Game based learning Selected
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
Atmosphere & Comfort
Game based learning Selected
Outdoor activity for learning Selected
Creative classroom Selected
Motivation & Inspiration
Scholarship scheme Selected
Motivational Films Selected
Ideal student scheme Selected
Mood & Affect
Experience sharing Selected
Role play Selected
Funny games Selected
47. Objective 3: To study the effectiveness of the developed
school satisfaction program
Test N M SD Treatment
Variable
Test Paired t-
value
Table t-
value at
0.01 level
dF
Pre-test 32 2.7188 1.2243 Status and
Position
Pre-Post 10.119 2.25483 31
Post-test 32 4.7500 0.9158
Pre-test 32 3.4688 1.0155 Learning Self-
learning
Pre-Post 14.766 2.0863 31
Post-test 32 5.3438 1.1247
Pre-test 32 1.7812 0.9749 Atmosphere or Pre-Post 10.776 1.6304 31
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
Atmosphere or
Comfort
Post-test 32 3.8750 0.9136
Pre-test 32 3.6250 1.4085 Motivation and
Inspiration
Pre-Post 13.368 2.7815 31
Post-test 32 5.812 1.3781
Pre-test 32 3.3750 1.4535 Mood and
Affect
Pre-Post 10.188 2.1235 31
Post-test 32 5.3750 1.0395
Pre-test 32 33.9375 8.1870 All 10
Component
Together
Pre-Post 26.505 22.8321 31
Post-test 32 51.2500 6.3245
48. Result and Discussion
Students having low score in respectively, for five
component Stutes and Position, Learning self-learning,
Atmosphere or Comfort, Motivation and Inspiration and
Mood and Affect. These five components were used for
School Satisfaction Programme.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
School Satisfaction Programme.
For component ‘Status and Position’
There is significant difference between mean scores of pre-
test and post-test obtained by IX standard students in
component of ‘Status and Position’ in Quality of School
Life Questionnaire (Rejection of null hypothesis 1)
School Satisfaction Programme
49. Result and Discussion
For component ‘Learning self-learning’
There is significant difference between mean score of pre-
test and post-test obtained by IX standard students in
component of ‘Learning self-learning’ in Quality of School
Life Questionnaire (Rejection of Null Hypothesis 2)
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Life Questionnaire (Rejection of Null Hypothesis 2)
For component ‘Atmosphere or Comfort’
There is significant difference between mean score of pre-
test and post-test obtained by IX standard students in
component of ‘Atmosphere or Comfort’ in Quality of
School Life Questionnaire (Rejection of Null Hypothesis
3).
School Satisfaction Programme
50. Result and Discussion
For component ‘Motivation and Inspiration’
There is significant difference between mean score of pre-
test and post-test obtained by IX standard students in
component of ‘Motivation and Inspiration’ in Quality of
School Life Questionnaire (Rejection of Null Hypothesis
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
School Life Questionnaire (Rejection of Null Hypothesis
4)
For component ‘Mood and Affect’
There is significant difference between mean score of pre-
test and post-test obtained by IX standard students in
component of ‘Mood and Affect’ in Quality of School Life
Questionnaire (Rejection of Null Hypothesis 5)
School Satisfaction Programme
51. Result and Discussion
For all 10 components together
There is significant difference in the mean score of School
Satisfaction obtained in pre-test and post-test obtained by
IX standard students. (Rejection of null hypothesis 6)
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
School Satisfaction is a major aspect in its own rights. The
importance of School Satisfaction underscored by its
associations with school grades, behavior problems &
dropping outs. It can be measured (Keith J. Zullig,E. Scott
Huebner,Jon M. Patton, 2011)
School Satisfaction Programme
52. Result and Discussion
In present research General Satisfaction,
Atmosphere/Comfort, Safety & Security, Motivation &
Inspiration, Aspiration/Relevance/Base of future, Learning
Self-Learning, Appropriate reinforcement, Mood & effect,
Status & Position, Interactions, these components are
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Status & Position, Interactions, these components are
selected to measure School Satisfaction. (Odeh, Oguche,
Angelina, Ivagher, Ezekiel, 2015; Palmer, 2007; Yu-Je
Lee, 2011; Tom, Charlie, Chris, 2011; Ika and Ari, 2011;
Vincent Tinto 1993)
School Satisfaction Programme
53. Result and Discussion
1) The researcher found that the students has low score in
Atmosphere/Comfort component, whereas in previous
research of Eadoin K.P. Hui, Rachel C.F. Sun (2010) it
found moderate score.
2) The researcher found that the students has low score in
Status and Position component, whereas in previous
research of Ferran Casas, SergiuBaltatescu, Irma Bertran,
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
research of Ferran Casas, SergiuBaltatescu, Irma Bertran,
Monica Gonzalez, Adrian Hatos, (2012) it found weak
score.
3) The researcher found that the students has low score in
Motivation and Inspiration component, whereas in
previous research of Simoes C., Matos M.G., Tome G.,
Ferreira M., Chainho H.,(2010) it found moderate score.
School Satisfaction Programme
54. Result and Discussion
4) The researcher found that the students has low score in
Learning Self-learning component, whereas in previous
research of E. Scott Huebner, Gable Mccullough, (2014) it
found moderate score, E. Scott Huebner, Chris Ash and
James E. Laughlin, (2001) it found moderate score. 5) The
researcher found that the students has low score in Mood
and Affect component, whereas in previous research of
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
and Affect component, whereas in previous research of
Carmen-Mihaela Varateanu Alina Iftime, (2012) it found
low score.
School Satisfaction Programme
55. Result and Discussion
In present research researcher has developed School
Satisfaction Programme (SSP) to improve Atmosphere or
Comfort, Motivation & Inspiration, Learning Self-learning,
Mood & Affect and Status and Position these five
components. In other research researcher developed a
model (Magdalena Mo Ching Mok & Marcellin Flynn,
2002) & framework (Edwards, Oliver; Ray, Shannon,
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
2002) & framework (Edwards, Oliver; Ray, Shannon,
2008) to improve students’ school satisfaction.
School Satisfaction Programme
56. Result and Discussion
These findings supported by Ha, Hye-Suk, (1999), Ina
Borup, Dr.P.H., Bjorn E. Holstein, Mag. Scient. Soc.,
(2005), Keith J. Zullig, E. Scott Huebner, Jon M. Patton,
(2011), Maykel Verkuyten and Jochem Thijs, (2001),
Nicholas Pang Sun-Keung, (1999), Simoes C., Matos
M.G., Tome G., Ferreira M., Chainho H.,(2010), Suk-Un
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
M.G., Tome G., Ferreira M., Chainho H.,(2010), Suk-Un
Jin, Sidney M. Moon, (2013), Toni Mora,(2012),
Regarding students School Satisfaction.
School Satisfaction Programme
57. Conclusion
Students having low score in respectively, for five
component Stutes and Position, Learning self-learning,
Atmosphere or Comfort, Motivation and Inspiration and
Mood and Affect.
School Satisfaction Programme is useful in improving
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
School Satisfaction Programme is useful in improving
School Satisfaction in adolescents.
On the identified components of School Satisfaction the
School Satisfaction Programme was prepared in the study.
The developed programmes are found to be effective.
School Satisfaction Programme is useful in daily life and
enhances their learning and self-learning.
School Satisfaction Programme
58. Suggestion for further Research
School should arrange special training programme for
teachers for implementation of School Satisfaction
Programme (Main conclusion 1)
Teachers should be encouraged to adopt these programmes
so that students School Satisfaction could be improved.
(Main conclusion 2)
Study of the Students Satisfaction of higher secondary
students.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
students.
Development of School Satisfaction Programme for
primary students and its effectiveness.
Comparative study of School Satisfaction with respect to
family background.
The developed School Satisfaction Programme for urban
school students can be studied.
School Satisfaction Programme
59. Contribution to Knowledge
This study has brought out the need of improvement of
School Satisfaction in adolescents with the help of School
Satisfaction Programme in Osmanabad district.
The developed School Satisfaction Programme is usefull
for teachers for inculcating School Satisfaction in Students.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
for teachers for inculcating School Satisfaction in Students.
The study can be implemented in any high school since
School Satisfaction Programme is tested for effectiveness.
School Satisfaction Programme
60. References
A.Karatzias, K. G. Power, J. Flemming, F. Lennan & V. Swanson, (2002). The Role
of Demographics, Personality Variables and School Stress on Predicting School
Satisfaction/Dissatisfaction:Review of the literatiure and research findings.
Research Article, University of Stirling.
Link - http://dx.doi.org/10.1080/01443410120101233
Adrienne L., DeSantis King, Scott Huebner, Shannon M. Suldo, Robert F. Valois,
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
(2007). An Ecological View of School Satisfaction in Adolescence: Linkages
Between Social Support and Behavior Problems. Research paper, Springer
Asma S., Shahin Ebruhimi K. , Taghi V., (2012). The Relation Between Social
Support And Self-Efficacy With Academic Achievement And School Satisfaction
Among Female Junior High School Students In Birjiand. Research Paper,
Sciverse Science Direct.
Bansode, M.P. (2013). Correlational Study Of Mental Health With Academic
Achievement And Achievement And Achievement Motivation. M.Phil in
Education, University of Pune.
School Satisfaction Programme
61. References
Best, J. W., & Khan J. V. (2009). Research in education. (10th Ed.). Upper
Saddle River, N J: Pearson
Coomi, S. Vevaina. (2009). Developing Interpersonal And Interpersonal
Intelligence Through Multicultural Education. Ph.D in Education, University of
Mumbai.
E. Scott Huebner, Chris Ash and James E. Laughlin, (2001). Life Experiences, Locus
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
E. Scott Huebner, Chris Ash and James E. Laughlin, (2001). Life Experiences, Locus
of Control, and School Satisfaction in Adolescence. Research Paper, Kluwer
Academic Publishers, Netherlands.
E. Scott Huebner, Gable Mccullough (2014). Correlates of School Satisfaction Among
Adolescents. The journal of Education Research, University of South Carolina
Eadaoin K. P. Hui., Rachel C. F. Sun., (2010). Chinese children’s perceived school
satisfaction: the role of contextual and intrapersonal factors. Research Article,
The Chinese University of Hong Kong.
Link : http://dx.doi.org/10.1080/01443410903494452
School Satisfaction Programme
62. References
Edwards,O liver, Ray, Shannon,(2008). An Attachment And School Satisfaction
Framework For Helping Children Raised By Grandparents. Journal Article,
American Psychological Association.
Ferran Casas, Sergiu Baltatescu, Irma Bertran, Monica Gonzalez, Adrian Hatos,
(2012). School Satisfaction Among Adolescents: Testing Different Indicators for
its Measurement and its Relationship with Overall Life Satisfaction and
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Subjective Well-Being in Romania and Spain. Research paper, Springer.
Ha, Hye-Suk, (1999). A study of Department Satisfaction and School Satisfaction of
Undergraduate Students. M.Ed Department of Education Graduate School, Seoul
National University.
Ina Borup, Dr.P.H., Bjorn E. Holstein, Mag. Scient. Soc., (2005) Does poor school
satisfaction inhibit positive outcome of health promotion at school? A cross-
sectional study of schoolchildren’s response to health dialogues with school
health nurses. Journal of Adolescent Health - ELSEVIER
Jadhav, S.R. (2009). Development And Effectiveness Of Self-Control Programme
For D.Ed Students. Ph.D in Education, University of Mumbai.
School Satisfaction Programme
63. References
Jollean K. Sinclaire, Students Satisfaction With Online Learning: Lessons From
Organizational Behavior. Research in Higher Education Journal, Arkansas State
University.
Keith J. Zullig, E. Scott Huebner & Jon M. Patton, (2011). Relationships
Among School Climate Domains And School Satisfaction
Magdalena Mo Ching Mok & Marcellin Flynn, (2002). Determinants of Students
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Magdalena Mo Ching Mok & Marcellin Flynn, (2002). Determinants of Students
Quality of School Life: A Path Model. Research Paper, Kluwer Academic
Publishers, Netherlands.
Maykel Verkuyten and Jochem Thijs, (2001). School Satisfaction of Elementary
School Children: The Role of Performance, Peer relations, Ethnicity and Gender.
Research Paper, Kluwer Academic Publishers, Netherlands.
Nicholas Pang Sun-Keung, (1999). Students Perceptions of Quality of School Life in
Hong Kong Primary Schools. Research Paper, The Chinese University of Hong
Kong.
School Satisfaction Programme
64. References
Olivier, M. (2011). Development of A need based Programme of guidance and
counseling for secondary school students in the southern province of Rwanda.
Ph.D in Education. University of Pune.
Simus, C., Matos, M.G., Tom, G., Ferreira, M., & Chainho, H. (2010). School
satisfaction and academic achievement: the effect of school and internal assets
as moderators of this relation in adolescents with special needs
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
Suk-Un Jin, Sidney M. Moon, (2013). A Study of Well-being and School Satisfaction
Among Academically Talented Students Attending a Science High School in
Korea. Research Jornal, Konkuk University, Seoul.
Toni Mora. (Sep.2012). The association between adolescent height and
Studentional school satisfaction: Recent evidence from Catalonia.
Universidad International de Catalunya & IEB, Spain
School Satisfaction Programme
65. Education is not filling a pail but the
lighting of a fire.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
lighting of a fire.
William Butlers Yeats