Multigrade Teaching Strategies
Multigrade Teaching Strategies
Every student has their own aspirations on life and that is the reason why some students are working by virtue of aiming their own aspirations. Students of SSCT also have their own aspirations. Some of them are lucky that they belong to the economic-stable families where their family can support them in all aspects that they need compare to the students who work while studying. Academic performance of the students depends on the factors that affect it. These include various aspects that they need to adjust in order to attain their goals in life.
Full time students have their advantages when it comes to their performance in school because they only focus on their own works especially in school activities. They are most capable in joining some activities pertaining to improve their various skills that lead them to excel their performance academically. Full time students do not worry on the things that they do and they will do because their time are not divided when it comes to household chores and school activities.
They are lucky not because they are not working to sustain their school needs but because they are used to only focus on their aims that they set in life and how to attain it. They are also free on the things they want to. They can easily cope with school problems that need a lot of efforts to adjust on the situation. When it comes to financial aspects they easily pay for it without any doubt to tell to their parents and ask for it. Full time students are really blessed as they only focus on the right track that leads them to the road of success.
On the other hand, working while studying is a burden among working students. They have to give up and set aside their social needs. Working students give their time in working and studying their lessons in school. Most of them have lack of sleep but still need to work and go to school. Due to school works, working students do not have time for themselves even on their personal needs. Most of them do not care on how they look as long as they enter school and listen to the discussion of the teacher. Because of their eagerness to finish their studies, they forget to care about their health.
They almost forgot to spend their social life with friends, to live life, to experience their youth and do things that a normal person does. With their eagerness to succeed in life, they let the years go by without even thinking the present. Thus, full time and working students are both have the eagerness to a success but differ into various aspects on traveling the road of success for they have their own advantages and disadvantages to carry on to their road of success. Review of Literature Today, students can put dope in their veins or hope in their brains.
If they can conceive it and believe it, they can achieve it. They must know it is not their aptitude but their attitude that will determine their altitude (Jackson, 2006). Socio-Economic Factor Education provides individual children with the knowledge and skills necessary to advance themselves and their nation economically. Socioeconomic factors, such as family income level, parents’ level of education, race and gender, all influence the quality and availability of education as well as the ability of education to improve life circumstances (Jennifer, 2007).
Danesy (2006), complimenting environmental and socio-economic factors to produce high academic achievements and performance include good teaching, counseling, good administration, good seating arrangement and good building. High level of illiteracy, poverty and low socio-economic status coupled with high rate of paternal and maternal deprivation of student academic needs, which was necessitated by poor socio-economic situation of the country has thrown many farmers and old rural dwellers into untold financial problems such as poverty, lack of money to purchase necessary textbooks and working materials for their kids.
Also many rural and suburban dwellers can no longer pay the school fees of their wards. These ugly situations have promoted young school students to drop out of school to engage in subsistence farming and become housemaids or engage in other menial jobs to support their academic pursuit. Hence, many students have since taken schooling as a secondary assignment and school attendance on rotational basis.
Socio-economic factors like attendance in the class, family income, and mother’s and father’s education, teacher-student ratio, presence of trained teacher in school, sex of student and distance of school are also affected the performance of the students (Raychauduri, 2010). Physical Factor Regardless of the reason for working, trying to meet the multiple and sometimes conflicting simultaneous demands of the roles of student, employee, parent, and so on often creates high levels of stress and anxiety, making it less likely that students will complete their degrees (Kasworm 2010).
There is a possibility a working student will have trouble finding time to study. If you have a job, you automatically have less time to do everything you want to (Corbett 2009). Mental Ability A typical response from faculty members and administrators who are asked how much undergraduate students should work at paying jobs while attending college. Available research supports this recommendation. Quantitative studies consistently show that retention rates are higher for students who work a modest number of hours per week (ten to fifteen) than they are for students who do not work at all or those who work more than fifteen hours per week.
Research also shows increased academic success for students working on rather than off campus. Umbach (2005), associate professor of higher education at North Carolina State University, and his co-authors demonstrate the educational benefits to working students when their instructors encourage cooperative learning, set high expectations for student achievement, and create assignments that require students to demonstrate deep learning. A campus teaching center may also support faculty efforts to help working students. Family Factor
Guidance is of the factor through which a student can improve his study attitudes and study habits and is directly proportional to academic achievement. The students who are properly guided by their parents have performed well in the exams. The guidance from the teacher also affects the student performance. The guidance from the parents and the teachers indirectly affect the performance of the students (Hussain, 2006). Students academic accomplishments and activities, perceptions of their coping strategies and positive attributions, and background characteristics (i. . , family income, parents level of education, guidance from parents and number of negative situations in the home) were indirectly related to their composite scores, through academic achievement (Noble 2008). Environmental Factor There are so many factors that can contribute to your academic performance. Noise, distractions, etc. can affect you in studying. Light, review materials, and others should be conducive to learning. However, there are some cases that students choose to have a bit of distractions.
For instance, a student might want to listen to music while studying. Others might want to watch TV while doing this. It’s actually a case-to-case basis (Debate Society, biology professor, etc. 2008). The academic environment is the effective variable for students and has positive relationship with fathers education and grade level (Kirmani & Siddiquah, 2008). The student has to have an advantageous atmosphere to learn, not one which is disadvantageous to learning.
If the student feels the need to participate, rather than being forced to and possibly be humiliated as a result, the student is apt to learn that much more (Bea 2009). How do you expect a student to perform great if they are sitting in a dimly lit room where they can’t hardly see what the professor is writing on the whiteboard, in room located next to an extremely busy train station or to have only a chair (to sit on) making it difficult to take notes or even open a book (Linda, 2010). Young, 2010), held the view that student performances are linked with use of library and level of their parental education. The use of the library positively affected the student performance. The students who are actively engage in the learning process are observed to have a positive correlation with the CGP. A Study effort from student and the proper use of the facilities provided by the institution to the student, a good match between learning style of the students and are positively affect the performance of the students (Ali, 2009). Karemera, 2005) found that performance of the students is significantly correlated with satisfaction with academic environment and the facilities of library, computer lab and etc. in the institution. With regard to background variables, he found a positive effect of high school performance and school achievement he found no statistical evidence of significant association between family income level and academic performance of the student.
Synthesis. The above mentioned reviews are related to the present study in the same that it accounts for the similarities of findings specifically on the factors affecting the academic performance of the 2nd year and 3rd year BEED students in SSCT. Conceptual Framework The factors that affect to the academic performance of the 2nd year and 3rd year BEED students are complex and numerous. Hence, the researchers only need those that are commonly encountered by the students. This study is anchored in some related concepts for its framework.
It includes the respondent’s profile in terms of age, sex, student status, religious affiliation and occupation of parents and the factors affecting the academic performance of the 2nd year and 3rd year BEED students that will be basic to come up with a quality research output. Each individual has its potential and capability to conduct a certain research study. However, these are some factors or aspects that would affect in doing this kind of work. It must be considered by the researchers in order to have a better result.
University/College: University of Chicago
Type of paper: Thesis/Dissertation Chapter
Date: 2 November 2016
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