Theoretical and Procedural Knowledge in Philippine Folk Dance: Implications for Dance Pedagogy among BPEd Students | Chapter 4 | Language, Literature and Education: Research Updates Vol. 9

 

Folk dancing is an expression of art through movement and action. It symbolises culture and an expression of feeling. Philippine Traditional Dances is a core subject in the Bachelor of Physical Education (BPEd) curriculum, providing historical and cultural insights through theoretical and practical instruction. BPEd students are expected to possess fundamental knowledge of folk dance, interpret its context, and execute basic steps with precision. While there are BPED students who possess strong knowledge and skills in folk dances, some still have difficulty understanding the theories and concepts behind them. This study examines the theoretical and procedural knowledge in Philippine folk dances among BPEd students of the University of Eastern Philippines System as a basis for enhancing dance pedagogy. Using a descriptive-correlational design, 103 randomly selected students participated, with data gathered through a questionnaire and performance evaluation and analysed using SPSS. Findings indicate that respondents possess good general knowledge of folk dance history, classification, and terminology, while their ability to identify dance types and use props was rated very good; knowledge of folk-dance costumes was good. However, their theoretical knowledge of dance step patterns and procedural knowledge, assessed through the execution of dance movements, was rated fair. Overall, the respondents demonstrate a strong theoretical understanding of the cultural and contextual aspects of Philippine folk dances but exhibit varying levels of proficiency in the intricate details of dance step patterns and their practical execution. These results underscore the need to enhance curricular programs to improve both theoretical and procedural knowledge, ensuring the academic excellence of BPEd students in physical education and dance instruction. The study recommended that Physical Education teachers should devote more effort to teaching specific folk dances, step patterns, characteristics, and other essential details in folk dances, utilise performance-based assessments to evaluate practical mastery. Use visual aids like videos and live demonstrations to enhance students’ learning.

 

 

Author(s) Details

Irinco, Rudy T.
Department of Teacher Education, University of Eastern Philippines, Laoang Campus, Philippines.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v9/6397

Effect of Strategic Administrative Practices on Student Academic Achievement: Evidence from Kaiboi National Polytechnic | Chapter 7 | Language, Literature and Education: Research Updates Vol. 8

 

Strategic leadership in educational institutions plays a pivotal role in shaping student academic outcomes. This chapter explores the effect of administrative practices within the broader context of strategic leadership on students’ academic performance at Kaiboi National Polytechnic in Nandi County, Kenya. Anchored in the Education Production Function Theory and Path–Goal Theory, the study specifically examines how communication strategies, administrative routines, and leadership role modelling influence academic achievement. Utilising a descriptive research design, data were collected from a census of 219 stakeholders, including the Chief Principal, Deputy Principals, Heads of Departments, trainers, and trainees, through structured questionnaires. Data analysis employed both descriptive and inferential statistical tools. The findings underscore the significant role of administrative practices—particularly in lesson planning, classroom supervision, and syllabus coverage—in enhancing academic performance. Recent data and trends reinforce the continued relevance of strategic leadership in technical and vocational education. The chapter concludes with targeted recommendations for institutional leaders to strengthen leadership practices that foster student success.

 

Author(s) Details

Kennedy Ntabo Otiso
Department of Business Administration and Management Science, School of Business, Koitaleel Samoei University College (A Constituent College of the University of Nairobi), Kenya.

 

Rhoda Chumba
Department of Business Administration and Management Science, School of Business, Koitaleel Samoei University College (A Constituent College of the University of Nairobi), Kenya.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v8/6403

Time Management Competencies: Implications for Academic Advising Chapter 5 | Language, Literature and Education: Research Updates Vol. 8

 

This review study explored existing literature on the concept of time management, its influence, and the role of academic advising in fostering time management competencies among students. The review was anchored in Self-Regulated Learning (SRL) theory, providing a comprehensive lens for analysing how students manage their learning processes, including the effective use of time. A systematic approach was employed to review the literature, sourcing relevant studies from peer-reviewed journal articles, books, and credible online publications. The selection of the literature was limited to studies published between 2015 and 2025. The literature indicates that effective use of time does not only influences academic achievement but also supports students’ overall well-being by reducing stress, promoting a balanced lifestyle, and enhancing motivation. The review also highlighted academic advising as a strategic platform for cultivating time management competencies. Based on the reviewed studies, it is concluded that academic advisors can serve as skill coaches to equip students with self-regulated learning routines and provide them with personalised strategies that respond to their individual needs. It is recommended that higher education institutions should embed time management coaching into existing academic advising services. Additionally, academic advisors should be trained to use validated tools such as the Time Management Questionnaire (TMQ) and the Time Management Behaviour Scale (TMBS) to diagnose students’ strengths and weaknesses and provide tailored guidance.

 

Author(s) Details

Samuel Osei
Department of Educational Management and Policy Studies, University for Development Studies, Tamale, Ghana.

 

Mary Afi Mensah
Faculty of Sustainable Development Studies, University for Development Studies, Tamale, Ghana.

 

 

 

Please see the book here https://doi.org/10.9734/bpi/lleru/v8/6296

 

Lack of Sleep and Its Impact on Academic Performance among Nursing Students-Najran University, Saudi Arabia | Chapter 5 | Disease and Health Research: New Insights Vol. 4

 

Background: Sleep plays a very important role in a human being's health. It has been reported that sleep is an essential process for maintaining healthy physiological, psychological, and cognitive functions for human memory and learning. Nursing students might be exposed to high levels of pressure and stress due to their academic responsibilities besides other personal and societal stressors. They may not be able to sleep adequately due to many assignments, examinations and other personal activities. Thus, they are at increased risk for sleep disorders.

 

Aim: The main objective of the current study was to identify the association between sleeping patterns and the students' academic performance.

 

Methodology: This is a descriptive and facility-based study. A snowball sampling technique (SST) was utilized for this study conducted during the period from June to December 2020 at Najran University, College of Nursing. A close-ended questionnaire was utilized for collecting the data besides obtaining the academic score (GPA) from the student's records.

 

Results: The participants' mean age ± standard deviation (S±D) was 22.4 ± 3.1 years. The majority of students 46 (76.7%) are aged above 21 years old and half of them have a GPA range between 2.0–3.49. In this study, 85% of the studied subjects use to sleep about four to six hours per day, although 20% of them don't use to have day naps. Interestingly, 73.3% of them are currently living with their families which is correlated significantly with their GPA (P value = 0.05). Additionally, Day naps and duration of sleep hours per day were found to be statistically significant with their GPA (P value < 0.05) respectively. On the other hand, the body mass index was not statistically significant with their GPA (P value > 0.05). Nursing students frequently experienced sleepiness and insufficient sleep, which had an impact on their ability to operate during the day and their academic performance. As a result, individuals who exhibit symptoms of sleep disturbances are more likely to achieve academically poorly and receive low grades in their classes.

 

Conclusion: There should be suitable programs to help students identify the physical as well as psychological symptoms as early as possible and therefore, provide adequate guidance to improve their academic as well as physical performance. Additionally, any student who performs poorly in academics should be monitored and referred to the concerned professional for help.

 

Author (s) Details

Nahid Elfaki
Community & Mental Health Department, College of Nursing, Najran University, Najran, Saudi Arabia.

Abdalla Osman
Community & Mental Health Department, College of Nursing, Najran University, Najran, Saudi Arabia.

 

Yahya Abdalla
Community & Mental Health Department, College of Nursing, Najran University, Najran, Saudi Arabia.

 

Wargaa Taha
Obstetrics & Gynecology Department, College of Nursing, Najran University, Najran, Saudi Arabia.

 

Amna Idris
Medical-Surgical Department, College of Nursing, Najran University, Najran, Saudi Arabia.

 

Nahla Elradhi
Community & Mental Health Department, College of Nursing, Najran University, Najran, Saudi Arabia.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/dhrni/v4/1879

Parental Expectations and Academic Performance: A Comparative Study of Mothers’ and Fathers’ Perspectives among School Children | Chapter 5 | Language, Literature and Education: Research Updates Vol. 2

Academic performance is the outcome of education, the extent to which a student, teacher or institution has achieved their educational goals. Academic performance is one of the most cherished values in all cultures ever since the dawn of the educational system, whether formal or informal. Parental expectations have been found to play a critical role in children's academic success. The objectives of the study were to assess both father and mother expectations regarding academic performance among school children and explore the association between their expectations. An exploratory research design was used, with a sample size of 320 school children from north India. A non-observation checklist was used to collect data on parent expectations. The data was analyzed using descriptive and inferential statistical methods. The result showed that 93.4% of fathers had high expectations, 6.3% had moderate expectations 0.3% had fewer expectations and 90.3% of mothers had high expectations, 9.7% had moderate expectations and none of them had less expectations. There was a significant association between expectations of father and mother with a linear positive correlation of r value 0.714. The study emphasized that nursing administration should anticipate the need for time and prepare young nurses to serve the community and school regarding parental expectations. Moreover, nursing professionals should render services according to the changing needs of the society. There is a need for health professionals to take an active part in providing health education to people regarding a positive attitude towards academic performance.

 

Author (s) Details

Sapna Singh
Department of Paediatric Nursing, Teerthanker Mahaveer College of Nursing, Teerthanker Mahaveer University, Moradabad, Uttar Pradesh, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v2/4776

Navigating Parenthood and Academia: The Impact of Learning Motivation on Student Success | Chapter 4 | Language, Literature and Education: Research Updates Vol. 1

Student parents face unique challenges in balancing academic responsibilities with childcare, financial constraints, and societal expectations. This study explores the multifaceted nature of learning motivation among student parents and highlights the critical role of tailored institutional support in addressing their unique challenges. The study surveyed 101 student parents using a descriptive correlational design with proportionate stratified random sampling. Data was analyzed through frequency, percentages, mean, standard deviation, t-test, one way ANOVA, Duncan test for post hoc comparison, and Pearson correlation. Findings revealed that the majority of student parents were aged 18-24, predominantly female, mostly cohabiting with a partner, had a first child aged 0-4, came from low-income families, and had parents who attended college. The respondents exhibited exceptionally high learning motivation, with most achieving superior academic performance. However, the study found no significant differences in learning motivation based on sex, first child's age, parents’ monthly income, or parental education level. Marital status was the only factor found to significantly influence learning motivation. Furthermore, the study suggests that while learning motivation is high, it may not strongly impact academic performance. To enhance student parents' educational success, collaborative efforts among policymakers, school administrators, and instructors are recommended to implement inclusive support strategies. This study contributes to educational policy and student support services by emphasizing the importance of institutional interventions tailored to student parents’ needs. Additionally, it underscores the relevance of psychological well-being in academic success. Future research should explore the longitudinal effects of motivation on academic outcomes and examine additional factors influencing student parents' educational attainment.

 

Author(s) Details:-

Paul Niño S. Tabigne
Camiguin Polytechnic State College, Balbagon, Mambajao, Camiguin, Philippines.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v1/4516

Examining the Relationship between Engineering Mathematics Performance and Core Engineering Courses at the University of Guyana | Chapter 8 | Engineering Research: Perspectives on Recent Advances Vol. 1

Over the last decade, administrators and lecturers at the University of Guyana, Faculty of Engineering and Technology have voiced their concerns about the low performances in Engineering Mathematics courses in the Associate of Science and Bachelor of Science programs. It is widely believed by lecturers and professors in engineering that to complete a bachelor’s of engineering or a bachelor’s of science degree, students must excel in Engineering Mathematics at the University level. The notion is that students who grasp Engineering Mathematics concepts, theory, and application to engineering disciplines such as Mechanical and Civil, should translate to a strong performance in engineering core calculation courses. Currently, there is limited research that can validate this assumption.

Students who completed their Mechanical and Civil Engineering Bachelor’s degree in 2024 had their academic profile analyzed to determine the relationship between their performance in Engineering Mathematics year 3 which is year 1 of the bachelor’s since at the University of Guyana, the Engineering program is a 2+2, 2 years for the Associate degree and another 2 years for the bachelor’s degree. Their Engineering Mathematics grades and scores were correlated with performances in core calculation courses in Mechanical Engineering such as Applied Thermodynamics, Theory of Machines and Strength of Materials, and Civil Engineering Course Structural Analysis. All the courses are in semester 1 in year 3. The quantitative methodology design was utilised for this study. Secondary data was used since it was graduating students’ academic profiles that were studied, which means that the data existed and was gathered from secondary sources.

The Spearman’s rank correlation coefficient showed that there is a moderate positive correlation of R=0.55 between Engineering Mathematics (EMT 3100) performance/grade and Strength of Materials (MEC 3108) performance/grade for Mechanical Engineering. The R=0.55 statistic suggests that there is a moderate relationship between EMT 3100 and MEC 3108 performances, which means that students who perform excellently in engineering mathematics will also perform excellent in strength of materials. However, the Theory of Machines (MEC 3107) and Applied Thermodynamics (MEC 3106) when analyzed with EMT 3100, revealed no correlation. Furthermore, there is a weak negative correlation between EMT 3100 and Structural Analysis (CIV 3115).

 

Author (s) Details

 

Basheer Khan
Department of Mechanical Engineering, University of Guyana, Georgetown, Guyana.

 

Elena Trim
Department of Mechanical Engineering, University of Guyana, Georgetown, Guyana.

 

Safrawz Sharief
Department of Civil Engineering, University of Guyana, Georgetown, Guyana.

 

Shawn Jagnandan
Department of Mathematics, Physics and Statistics, University of Guyana, Georgetown, Guyana.

 

Antalov Jagnandan
Department of Mathematics, Physics and Statistics, University of Guyana, Georgetown, Guyana.

 

Andrunie Harris
Department of Occupational Health and Safety, University of Guyana, Georgetown, Guyana.

 

Please see the book here:- https://doi.org/10.9734/bpi/erpra/v1/3500

Exploring Maternal Employment and Teen Academic Success in India | Chapter 5 | Current Progress in Arts and Social Studies Research Vol. 10

Academic performance plays an important role in producing the best learners to nurture great leaders to contribute towards a bright future of the country’s socio-economic development. The relationship between maternal employment and the academic performance of adolescents has been a subject of growing interest, particularly in India, where traditional family structures intersect with the evolving economic roles of women.

 

Maternal employment refers to the labor force affiliation of mothers with children of 0-18 years. This term however includes a wide variety of labor force participation patterns, ranging from full-time work and part-time work to contractual work and home-based employment.

 

Academic performance in this context is the student's educational achievement measured through grades, and test scores along a holistic school achievement. This study investigates the impact of maternal employment on the academic performance of adolescents, emphasizing the role of mothers in shaping their children’s social, cognitive and academic development. Specifically, it examines the effects of maternal work-related stress and reduced parental supervision on the child’s academic outcomes. Adopting a quantitative research design the study includes a sample of 150 parent-child pairs (children of age group 16-20), selected through stratified sampling. To ensure validity the Likert scale employed for assessment has been adapted to ensure minimal potential biases in measuring dependent and independent variables. Confounding variables have been controlled by selecting participants with comparable family structures and socioeconomic backgrounds.

 

Additionally, the study explores sub-variables such as maternal work-life balance and emotional stress to better understand their potential influence on academic performance. The findings of the study indicate no significant correlation between maternal employment and teenage academic performance. Contrary to common assumptions, maternal employment stress does not impact a student's educational outcome. The research suggests that maternal stress, often associated with employment, does not negatively affect children's academic outcomes. Instead, the results suggest that most adolescents are capable of managing their academic responsibilities independently, regardless of their mother's employment status. These findings contribute to the discourse on work-family dynamics, highlighting the adaptability and resilience of adolescents in balancing academic demands within diverse family structures.

Author (s) Details

 

Tvisha Doctor
Department of School of Liberal Studies, Pandit Deendayal Energy University, Gandhinagar, India.

Please see the book here:- https://doi.org/10.9734/bpi/cpassr/v10/4408

Relationship between Level of Aspiration and Academic Performance of School Students | Chapter 1 | An Overview of Literature, Language and Education Research Vol. 2

In recent times, student aspiration for higher education has become the subject of Government policy and school / University partnerships. The main objectives of the study are to measure the self-actualization in school students in relation to their socioeconomic status, the academic performance in school students on level of aspiration and evaluate the correlation between males and females on Academic Performance. 300 school students selected by stratified random sampling were included in the study. A personal Data Questionnaire and Self-actualization inventory were used to compare Tribal and Non-tribal school students on their level of aspiration and academic performance. The result shows that the two groups differ significantly on the ideal self-dimension of self-actualization inventory stands accepted. The evidence is clear that the students who live in rural areas generally have lower aspirations. Rural states have a special responsibility to their students which must be recognized and fulfilled. A comparative study for further research may be conducted on the Level of Aspiration on the academic performance of Tribal and Non-tribal school students.

 

Author (s) Details

 

Binda Kumari
Department of Psychology, Kartik Oraon College, Ratu, Ranchi University, Ranchi, Jharkhand, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v2/7951E

Test Assessment and Management Using Relaxation and Cognitive Restructuring Techniques: An Approach towards Anxiety, Depression and Academic Performance | Chapter 8 | New Visions in Medicine and Medical Science Vol. 1

This study highlights about assessing test anxiety, depression and academic performance and   managing them using Relaxation and Cognitive Restructuring Techniques. Examination as a word evokes varying degrees of anxiety in students depending on the importance of the examination, perceived difficulty level of the subject, and degree of preparedness for the examination. A perceived difficult subject would elicit higher anxiety levels, and test anxiety as a psychological condition can adversely affect people in every field of life,and especially it adversely affects students who face different examinations. Psychological interventions like cognitive therapy are expected to lessen students' anxieties and any other psychological distress, thereby improving their academic performance. It is suspected that test anxiety may coexist with other forms of psychological distress, such as depression. In an attempt to verify our suspicion and confirm the expectation, 420 senior secondary school students made up of 210 males and 210 females aged between 13 and 19 years responded to test anxiety, trait anxiety, and depressive symptoms inventories. 72 of the students whose test anxiety scores were higher than the group’s average score, were divided into three groups and treated under three conditions of “no treatment”, “relaxation treatment alone”, and combined “relaxation and cognitive restructuring treatment”. Results obtained show that test anxiety, trait anxiety, and de- pression co-exist and are positively related, and they are negatively related to academic performance. Concerning test anxiety, a positive relationship exists between trait and test anxiety in such a way that as test anxiety increased, trait anxiety also increased. Students who suffer from test anxiety also reported suffering from depression thereby confirming depression as acorrelate of test anxiety. In addition, the combination of relaxation and cognitive restructuring treatment reduced anxiety and depression better than relaxation treatment alone or no treatment and improved test performance of the students much more than any of the other two conditions. The results thus support the usefulness of cognitive therapy in treating anxiety and depression and enhancing academic achievement; the combination of cognitive therapy and relaxation techniques maximizes academic performance.

Author(s) Details:

Esther F. Akinsola,
Department of Psychology, Faculty of Social Sciences, University of Lagos, Akoka, Lagos, Nigeria.

Augustina Dubem Nwajei,
Department of Psychology, Faculty of Social Sciences, University of Lagos, Akoka, Lagos, Nigeria.

Please see the link here: https://stm.bookpi.org/NVMMS-V1/article/view/13657

Internet Addiction: Prevalence and Impact for Medical Students on Academic Achievement | Chapter 4 | Advancement and New Understanding in Medical Science Vol. 5

Background: In the present century of information and technology, Internet has become an indispensable part of our life. As they use internet for academic purpose, they may go online for enhancing their social life. Medical students' undergraduate curricula are among the most extensive and challenging in the world, covering nineteen densely packed topics. An intense dedication to academic pursuits and consistency are essential for topic mastery. The information and technology age has given way to a revolutionary one. For medical students it is even more important as we are in an era of evidence based medicine. Evidence-based education has been present for a long time, and not just in the contemporary digital era for medical students. On the other hand, medical research and health have always relied heavily on evidence. Students use internet for literature searches and for other relevant medical information, as it’s inexpensive and freely accessible.4 Scientific proof based on digital technologies is required to update themselves abreast the changing medical education.

In the current era of disruptions, over use of internet negatively impacts the academic performance of medical undergraduates. Some of the users may experience difficulty in reducing the duration and frequency of internet use gradually getting addicted to it.

4G is the next generation of internet service that has arrived in India. Because of the amount of time they spend online, medical students are an especially at-risk when it comes to problematic internet use. Their physical, mental, and social well-being may suffer as a result. Students become more involved in various online digital platforms and electronic activities as a result of spending more time online.

Focusing away from the subjects may indirectly affect their scholastic performance. Consistency and dedicated learning may get compromised as they engage themselves in online social platforms.

The literature on internet usage among Indian medical students is limited and there are hardly any studies from Kerala correlating Internet addiction and academic performance. The study aimed to determine the prevalence of internet addiction among medical students and its correlation with academic performance in a private medical college in central Kerala.

Methods: A cross sectional study was performed among first year to final year medical students. Their internet activities were assessed using Internet addiction Questionnaire developed by Kimberly Young. Academic performance was assessed based on the sessional marks obtained in respective subjects. Statistical analysis was done using software SPSS 20 and appropriate tests were used.

Results: A total of 381 students participated in the study. Out of them, females were 294(71.9%) and males were 107 (28.1%).  Prevalence of internet addiction was found to be 61.4%).On further categorizing internet addiction based on score, 149 students (63.7%) had mild, 83 had moderate (35.5%) and 2 (.8%) had severe addiction. Using tables of correlation between continuous variables, internet addiction was found to be higher among males, those using Whats App and facebook accounts frequently and using internet for more than two hours a day. Internet addiction was found higher among students of intermediate batches as compared to students of first year or final year. Using analysis of variance, Academic performance was found to have a negative correlation with internet addiction.

Conclusion: Prevalence of internet addiction is very high among medical students and it has negative impact on academic performance. Male gender, duration of internet usage more than two hours, frequent use of internet for social communication and intermediate batch students had strong association with Internet addiction. Awareness is important to take up the issue at institutional level and implement measures to prevent it. Student as an emerging problem affecting student education, rehabilitation programs may be useful in future.

Author(s) Details:

Athulya G. Asokan,
Department of General Medicine, Government Medical College, Kottayam, India.

Please see the link here: https://stm.bookpi.org/ANUMS-V5/article/view/13304

Effects of Adolescent Crisis on Girls’ Secondary Schools’ Academic Performance in Vihiga County in Kenya and the Implication of Guidance and Counseling | Chapter 6 | Research Aspects in Arts and Social Studies Vol. 9

 Adolescence is a ending of transition at which point all of the human doubts, hesitations, and uncertainties manifest. Secondary school young women' academic problems in Kenya have existed linked to the adolescence crunch. The purpose of the study was to search the influence of adolescent crisis on two ladies’ secondary schools’ academic performance in Vihiga County in Kenya and the suggestion of guidance and admonishing. The quantitative data composed was analysed using the mathematical package for public sciences (SPSS). The qualitative data assembled was organized, systematize, and analyzed to supplement, explain, and define quantitative dossier gathered from the unchanging environment. Findings of this study dressed as a contribution in the region of education as a whole, the Ministry of Education, school presidency, parents and additional stakeholders complicated with adolescents particularly with young women within the area of study.

Author(s) Details:

Constance M. Amusala,
Kaimosi Friends University, P.O BOX 385-50309, Kaimosi, Kenya.

Please see the link here: https://stm.bookpi.org/RAASS-V9/article/view/10292

Determining the Parental Relationship with Academic Performance of Adolescents in Selected Educational Institutions of Mangaluru, India| Chapter 4 | Research Aspects in Arts and Social Studies Vol. 3

 Parental engrossment is a complex set of behaviours, stances, and activities that happen two together at school and, more basically, at home. Parental engrossment allows persons to take part in their adolescent teenager's instruction alongside educators, combining their information of youth education and knowledge with the lecturer's information. The goals of the study search out assess the friendship of teenagers accompanying persons and academic performance of youngsters, in addition to equate middle from two points the parental friendship and academic accomplishment of minors, likewise to find an association middle from two points maternal connection and academic depiction of adolescents accompanying the picked socio-mathematical variables.The determinable research approach was used to determine the person baby friendship and academic act of 100 adolescents. A self-organized inquiry to determine paternal relationships and a self-organized grade scale to evaluate youths' academic performance. According to the study judgments, 95% of pupils have an wonderful person-child connection and 5% have a good person-infant connection. The majority of pupils (82%) have superior academic accomplishment, while 18% have good academic act. There is a link between fatherly connections and adolescent academic efficiency. The person-child connection is considerably had connection with age, neuter, number of siblings, and beginning order. Data still show that skilled is no meaningful relationship betwixt grade, myth, headquarters, kin type, and monthly earnings. The study found a important friendship between academic acting and age, feminine, and offspring type.

Author(s) Details:

M. Akshya,
Yenepoya Nursing College, Yenepoya deemed to be University, Deralakatte, Mangaluru, India.

A. Amritha,
Yenepoya Nursing College, Yenepoya deemed to be University, Deralakatte, Mangaluru, India.

J. Aneeta,
Yenepoya Nursing College, Yenepoya deemed to be University, Deralakatte, Mangaluru, India.

A. Anju,
Yenepoya Nursing College, Yenepoya deemed to be University, Deralakatte, Mangaluru, India.

B. Anju,
Yenepoya Nursing College, Yenepoya deemed to be University, Deralakatte, Mangaluru, India.

L. Anju,
Yenepoya Nursing College, Yenepoya deemed to be University, Deralakatte, Mangaluru, India.

J. Anu,
Yenepoya Nursing College, Yenepoya deemed to be University, Deralakatte, Mangaluru, India.

N. D. Sharin,
Department of Child Health Nursing, Yenepoya Nursing College, Yenepoya deemed to be University, Deralakatte, Mangaluru, India.

Please see the link here: https://stm.bookpi.org/RAASS-V3/article/view/8812

The Counsellor’s Role in Educating the Emotionally Disturbed Child | Chapter 06 | Current Research in Language, Literature and Education Vol. 2

 Educators of behaviorally deviant children have been intrigued by the possibility that a child's behaviour is more "disturbing" than disturbed. In this study, a comprehensive assessment of the emotionally disturbed kid has been framed in numerous ways throughout the literature, with varying consequences for school counsellors. A desirable change in pupils, such as improved study habits, greater scholastic accomplishment, fewer scholastic failures, a lower dropout rate, and better home-school relations, is the most significant outcome of a guidance and counselling programme. The primary goal of this study was to highlight the varied functions of the counsellor in giving education to emotionally disturbed children. This issue is particularly essential in light of the growing concern about special education pupils with emotional challenges making poor academic progress. This, which has been mostly linked to inappropriate behaviour, indicates that such children have poor social skills or overall work habits, causing them to perform academically below their peers. Without competent counselling, providing education to the emotionally disturbed child in the classroom would undoubtedly fall short of the goal. There are suggestions for the roles that counsellors should play in the education of emotionally disturbed children.

Author(S) Details 

Kennedy Nyeseh Ofori
Department of Education Studies, Wesley College of Education, Kumasi, Ghana, P.O. Box 1927, Kumasi, Ghana.

View Book:- https://stm.bookpi.org/CRLLE-V2/article/view/5286

Investigating Students’ Academic Performance as Mediated by Students’ Academic Ambition and Effort in the Public Senior High Schools in Ashanti Mampong Municipality of Ghana | Chapter 14 | Selected Topics in Humanities and Social Sciences Vol. 7

 The goal of this study was to see how several critical variables in Ghana's Ashanti Mampong Municipality influence and mediate the academic performance of SHS students. Questionnaires were used to collect data, and descriptive and correlational research methodologies were used. A sample size of 571 pupils was obtained using a multi-stage sampling technique. The study's findings identified father's education, mother's education, the child's academic drive, and the child's effort as academic performance associates. Academic accomplishment is also influenced by the mother's education, the child's sex, the child's academic drive, and the child's effort, according to the data. The results once again failed to reject the null hypothesis. According to the findings, educational stakeholders should instil strong academic ambition in students, parents should ensure that a large percentage of their children's time is spent on their books, and they should be prepared to assist their children when the going gets tough.

Author (S) Details

Eric Twum Ampofo

Department of Educational Studies, Faculty of Education and General Studies. Akenten-Appiah Menka University of Skills Training and Entrepreneurial Development (Formerly University of Education, Winneba) College of Agriculture Education, Mampong-Ashanti, Ghana.

Benedict Osei-Owusu

Department of Educational Studies, Faculty of Education and General Studies. Akenten-Appiah Menka University of Skills Training and Entrepreneurial Development (Formerly University of Education, Winneba) College of Agriculture Education, Mampong-Ashanti, Ghana.

View Book :- https://stm.bookpi.org/STHSS-V7/article/view/4116

Strategies for Improving Computer Science Students' Academic Performance in Programming Skill | Chapter 4 | Current Topics on Mathematics and Computer Science Vol. 4

 For computer science students, programming agility is a must-have talent. On the other hand, both teachers and students have identified teaching and learning programming concepts and abilities as a significant obstacle. As a result, creating effective programming learning approaches and environments has become a hot topic. The study's purpose is to identify ways to improve how computer programming is taught to undergraduate students in the field of computer science and information technology. Because it is too abstract and requires superior analytic skills, computer programming is usually regarded as one of the most difficult subjects in postsecondary institutions. design of research A descriptive technique, actual student grades, and informal interviews with instructors were used in the study. According to the results of a widely accepted evaluation, 47 percent of students in the programming course perform poorly academically. As a result, it was determined that there is a need for improvement techniques that require preparation and implementation in order to improve students' motivation to study, academic performance, and education quality in the field of computer science. Recommendations were made that were both relevant and effective.

Author (S) Details

Akinola Kayode Emmanuel
Computer Science Department, Abraham Adesanya Polytechnic, Ijebu-Igbo, Ogun State, Nigeria.

Olanrewaju Grace Oluwadamilare
Department of Statistics, Abraham Adesanya Polytechnic, Ijebu-Igbo, Ogun State, Nigeria.

Oyenuga Augustine Yomi
Department of Statistics, Abraham Adesanya Polytechnic, Ijebu-Igbo, Ogun State, Nigeria.

View Book :-  https://stm.bookpi.org/CTMCS-V4/article/view/2279

Sub-clinical Narcissistic Personality Score and Academic Performance | Chapter 13 | Perspectives of Arts and Social Studies Vol. 4

Sub-clinical narcissism is the presence of narcissistic personality traits in otherwise normal people. People with high levels of these traits said to have inflated self-esteem and possibly a high egotism. A 40 itemed Narcissistic Personality Inventory is used to measure this type of personality traits. Those individuals who score above 20 points from the available 40 points of NPI-40 Inventory is considered to be having higher levels of Subclinical Narcissism and prone to exhibit socially dislikeable personality traits. This study tried to address the relationship between supposedly negative personality traits of Sub-clinical Narcissism using NPI-40 Score against past and present academic performance of a group of students in a Private University setup. The study included 202 participants from a Business School Division of a Private University. Analysis showed that only at the current academic levels of the respondents, NPI-40 scores were significantly correlating with their academic performance. Research implications are discussed.

Author(s) Details
Dr. R. Indradevi
VIT Business School, Vellore Institute of Technology, Vellore, India

Dr. Vaidhyanatha Balaji
VIT Business School, Vellore Institute of Technology, Vellore, India

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