Extracurriculars Survey

Increasing school hours would also expand the number of students with depression due to school because it’s proven with statistics that students don’t enjoy being at school. Statistics of regular length school day shows that that students don’t feel positive toward school such as” The survey started with an open-ended question: “How are you feeling?” To which most of the students—75 percent—responded with negative emotions. “. Increasing the length of a school day would only increace the percentage of students who respond negatively to school. Therefore, increasing the school day would be detrimental to the student’s emotional

There were 101male and 75 female Chinese students with an average age of 16.31±0.594. There were 85 male and 74 female Mauritian students with an average of 16.41±0.555. Age and gender did not differ significantly between the two groups (t=1.63, p=0.104; X2 =0.52, p= 0.471). The students first completed a general questionnaire before attempting the remaining questionnaires according to standard procedures. Intelligence was measured using Raven`s Standard Progressive Matrices (SPM), mood was measured using the Positive Affect and Negative Affect Schedule (PANAS), convergent thinking was assessed using the Remote Associates Test (RAT), personality was measured using the Neuroticism, Extraversion and Openness Five Factor Inventory (NEO-FFI), and memories of parental upbringing was measured using Egna Minnen Beträffande Uppfostran (EMBU).

Since 2014, the racial diversity in United States public schools has been at an all time high, with students of color outnumbering their white peers. Although minority populations enrolled in public schools has increased, resulting in the acceleration of graduation rates for historically disadvantaged groups like African-Americans and Latinos, school systems continue to fail to foster the academic success of Native Americans and properly encourage them to obtain their high school diplomas. The graduation rates of Native Americans exemplify this inadequacy of the school system, as graduation rates have been on a downward trend since 2008, according the Editorial Projects in Education Research Center (Maxwell). In the seven states with the highest

(3-5) Other critics argue that exit exams might cause students who are already struggling academically to drop out of high school or get a general equivalency (GED) diploma instead. "There's no evidence that these exams encourage students to stay in school," Keith Gayler, of the Center on Education Policy, told The Boston Globe, some educators are also concerned that the exam will disproportionately hurt students for whom English is a second language and those who come from schools with already low graduation rates. Twenty-six states either currently have a high school exit exam or plan to put one in place. Given the number of high school students in these states, it means that exit exams affect more than two-thirds of the nation’s public high school students. These exams vary from state to state in terms of content and opportunities for students who do not pass to retake the test and/or demonstrate competency.

Summary of “Academic Integrity” by Arden Miller and Adena D. Young-Jones Which one do you believe cheats more in schools, an online course or a face to face course? Arden Miller and Adena Young-Jones did an article over which one tended to be worse when they found results that were kind of shocking. Of course you expect an online course to cheat more but that was not the case. The results really varied on who the person was, sexuality, age, and other personalities of a person. Arden and Adena, both took surveys of “639 students in both types of classes.” It was easier to that the students taking the face-to-face classes cheated more than the students taking online classes.

This study is significant because the perceived effectiveness and frequency of goal setting of intercollegiate multi-event athletes are rarely examined. Method Participants. There were 61 total multi-event athletes who opened a link to the current survey and 44 (72%) who completed it (note: due to the online survey method, it is unknown how many potential participants actually received the survey link). Twenty-four (54.5%) of the participants were male and 20 (45.5 %) participants were female. Of the 44 participants, 1 (2.3%) was a freshman, 12 (27.3%) were sophomores, 14 (31.8%) were juniors, 16 (36.4%) were seniors, and 1 (2.3%) was a graduate student.

First, standardized tests causes stress among students. Students who don 't have to take standardized tests will not have as much stress as students who take theses tests. According to Bill Maxwell, who did research, “Each year, thousands of high school students stress out as they prepare to take the SAT or ACT tests to get into college. Many researchers suggest that the singular

Many students either care too much about the tests, and therefore try to cheat, or they don’t care enough about the test, making the results worse than they normally would be. Ryan Deffenbaugh explains that one college, along with many others, no longer requires test scores for applicants because there were many arguments that “the scores are not a great indicator of future success in college, and that a billion-dollar-test prep industry creates an unfair playing field for students from families with lower incomes” (Deffenbaugh, 16). This college, Purchase College, is one of many that has the opinion of standardized tests being unreliable when accepting students. They don’t show true intelligence because anyone can get some luck when guessing. An article states, “Kids learn early on that they don 't have to think outside the box, they don 't have to be creative, collaborative or be critical thinkers.

While it is often inconvenient and unpleasant, it is important that high school students be assigned homework to complete to help teach time management and provide extra practice with the content at hand. The demands homework places upon students are not unreasonable. A recent study done by the Department of Education stated that, “Students with 2-3 hours of homework per night were more successful in school than those who only had guided homework time in school,” (Stiles). Whatever path students take beyond high school, whether that path leads to work or college, there will be times when they have to deal with tasks that are mundane or less-than-exciting, but still necessary (“Homework Blues”). It

In the article written by Tommy Raskin,titled,”Why Students Cheat?” he states, “When you see good test results, you think that cheaters have learned, when that really isn’t so” (2). Cheating gives the student a false state of mind, thinking it is the right thing to do so. If a student cheats and they pass that test or assignment, they have not really passed because they do not know the material enough on their own. Not only is it crazy the amount of students who cheat, but how they cheat. The number of ways a student can cheat is ridiculous.