Articles in Periodicals & Books

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Browsing Articles in Periodicals & Books by Subject "Academic Performance"

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    Open Access
    A Meta-Analysis of the Effect of Parental Involvement on Students’ Academic Achievement
    (2020-11-20) Erdem, Cahit; Kaya, Metin; Panda, Santosh
    This study aims to examine the effect of parental involvement on students’ academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect of parental involvement on academic achievement was positive but small. Parental expectations had the biggest effect on academic achievement and parental control had a negative and small effect. The mean effect of parental involvement on students’ academic achievement does not differ significantly according to moderator variables of education level, measurement type or measurement area but differs by developmental level of the country. The results are discussed using available related meta-analysis studies in the literature.
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    Open Access
    Promoting Positive Education through Constructivist Digital Learning Heutagogy: An Intervention Outcome
    (2022-07-19) Khan, Tanuja; Thomas, Sheena; Panda, Santosh
    The present day school system curtails children’s natural growth and interferes with their freedom to explore. It is here that teachers have an opportunity to engage meaningfully with the student community, and make them and society aware of the importance to explore and become self-determined and autonomous learners. Sustained engagement of students in an online class is only possible with continuous efforts from teachers. Constructivist Digital Learning Heutagogy could be the effective solution to break the monotony in online classes, and also to break away from teacher-centric classes and to bring about constructive engagement among the learners in online classes. Online education has very much changed the needs of education. Today we need an education system which is self-driven and facilitated by a teacher or a more knowledgeable other. The study throws light on CDLH (Constructivist Digital Learning Heutagogy) Model. Four-week training (how to teach with the use of the CDLH Model) was given to TGT mathematics teachers and then an intervention at six months will be provided by the same mathematics teachers to their students to assess the psychological indicators like Positive Emotions (Expression, Emotion Management, Expressing Gratitude), Academic Achievement (Focus and Persistence), Learning Engagement (Love of Learning) and Positive Relationship (Peer Relationships and Empathy) taught by the CDLH Model. CDLH model has been validated and tested for reliability (PLS SEM software) in the pilot test conducted. Results revealed that learning through constructivist Digital Learning Heutagogy supported academic achievement, learning engagement and positive emotions, whereas it also showed that the peer relationship was not supported by the intervention. Very importantly it helped to break the monotony of the class.
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    Use of Tablet Computers to Improve Access to Education in a Remote Location
    (2017-07) Ally, Mohamed; Balaji, Venkataraman; Abdelbaki, Anwar; Cheng, Ricky
    A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access. Students used tablet computers to access electronic learning materials from the Aptus local server without having to connect to the Internet. The Aptus system is portable and was designed by the Commonwealth of Learning to allow learners to connect to digital learning platforms and access course materials without the need for Internet access. The project was implemented in a school in Pakistan. A total of 74 Grade 8, 9, and 10 students were involved in this project. The research revealed a positive impact on students and on learning as a result of their participation in the mobile learning project: students were better able to use the mobile technology for learning. Both students and parents also indicated that the project increased the students’ knowledge on the use of tablets for learning. Parents indicated that the mobile learning project increased their childrens’ interest in studying. Teachers also acknowledged that the students were taking more interest in classroom learning and concentrated on their tablets during study. Students were tested before and after they were supplied with content on their tablets. The post-test scores were significantly higher than the pre-test scores, indicating the use of the tablets for learning improved students’ performance.