However, the agreement here is that children, raised within the context of a full family, enjoy more benefits as compared to those from single- parent households. As much as a single mother could be better in comparison to a single father in terms of raising children and leading them to a better academic performance, the environment where
It is a very fun way of learning, while it is also educational. Montessori has many perks to its system, including being able to work in a group with other students, or working on your own. Also, students have been proven to do better in some subjects, compared to non-Montessori students. According to Samarrai, "Among the 5-year olds, Montessori students proved to be significantly better prepared for elementary school in reading and math skills than the non-Montessori children (par. 9)."
Firstly, children spend their “formative years in schools developing skills that will help them maintain relationships throughout their lives” (Blake). However, some social interaction between boys and girls do not occur in schools, and this will make students from single-sex schools find it difficult to build meaningful friendships and even successful romantic relationships in the future. Besides, the research made by Dr. Lynn Liben in 2011 shows that “there is strong evidence of negative consequences accompanying segregating by sex and that doing so promotes the development of negative gender stereotypes”(Blake). These biased opinions will make students from single-sex schools difficult to get along with
Do you think it is beneficial for you to contribute in community service? Generally speaking, students are more attracted to potential employed when experienced is a sense is self-efficacy when it comes up to attending community service. Community service has high performance in academic success scholar give priority to school to gain in challengeable grades. Participants of community service helps out when they grow up to become full grown voters. When need of healthy benefits, volunteering is an outgoing option to consider.
Thus, they will have difficulty in catching up with other students who are in intact families. Moreover, the academic performance will be low and these children may have to repeat a grade or class more frequently than other students in married families. Also, from the statistics, it can be seen that the distress of divorce process have a big effect on academic performance. Daniel Potter of the University of Virginia found that elementary school children who experience parental divorce immediately begin performing worse academically than their peers from intact families. This gap persists through elementary school.
Educational institutions are encouraging more number of students to pursue extracurricular activities enticing them with scholarships and attendance holidays. (Schlesser, 2004) The primary impact of extracurricular activities is on a student’s behavior. As per various reports, students with greater affinity to extracurricular activities have reduced behavioral problems. They have a general tendency to show discipline, behave responsibly, and perform tasks correctly. When they perform their tasks with utmost perfection, they are rewarded for the same and they take pride in their accomplishments.
The need for positive relationships with teachers does not diminish as children mature. Support in teacher–student relationships may be particularly salient at transition points, such as the transition from elementary to middle school (Wentzel, 1998). Middle school teachers who convey emotional warmth and acceptance as well as make themselves available regularly for personal communication with students foster the positive relational processes characteristic of support. These supportive relationships help maintain students’ interests in academic and social pursuits, which in turn lead to better grades and more positive peer relationships. Although teachers are not the only source of support for middle school students, the support students receive from their parents, peers, and teachers seemed to have additive, thus fairly independent, effects.
Discussion of results The results of the current study found that students who were self-efficacious, had a superior perception of their academic performance. Similarly, the greater the self-efficacy learning abilities of students, the greater their GPA scores. This is supported by previous literature, which reports a significant relationship between self-efficacy and GPA exists (Khan, 2013; Pintrich & Groot, 1990; Huie, Winsler & Kitsantas, 2008). High levels of self-efficacy provides students with a sense of agency to motivate their learning through processes such as goal setting, self-evaluation and strategy use (Zimmerman, 2000). This sense of expectation in their aptitude and ability to regulate their learning may explain why both students’ perception of their academic abilities as well as their actual GPA score are both positively correlated with their levels of self-efficacy.
Making use of it for students who are struggling academically, for example, by giving them extra work in exchange for boosting their grades on tests and written outputs is undoubtedly meaningful and significant in many schools today. Giving points and recognition for extracurricular activities such as production teams and competitions is completely valid as well. The incentive system is ethical in the way that it benefits students and schools alike, as long as it is not tied to activities that should be done out of the individual’s own
Education is essential for most school students. Another bad impact of working on education is that children have to skip their lessons in order to earn money. (Strulik, 2013) For instance, in Jordan 4008 pupils were debriefed: 2093 (52.2%) from them were nonworking school children 896 (22.4%)-working school children, 1019 (25.4%) -working and non-schooled children. (Al-Gamal & Hamdan-Mansour & Matrouk & Nawaiseh, 2013). Working school children experienced more health problems during the work rather than children who left school and started working.